5LOYD 


EDUCATIONAL 


MANUAL    TRAINING 


SCHWARTZ. 


SLOYD 


OR 


EDUCATIONAL  MANUAL  TRAINING 

WITH 

PAPER,  CARDBOARD,  WOOD,  AND  IRON 

FOR 

PRIMARY,  GRAMMAR,  AND  HIGH  SCHOOLS. 


BY 

EVERETT   SCHWARTZ, 

Master  of  the    Waltham  Manual   Training  School;  Instructor  in  Manual   Training  at  Martha's 

Vineyard  Summer  Institute;  formerly  of  Cook  County  Normal  School;  Comins  School,  Boston; 

and  post  Graduate  of  the  Normal  Sloyd  School,  Nads,  Sweden. 


EDUCATIONAL    PUBLISHING    COMPANY. 

BOSTON.  NEW  YORK. 

CHICAGO. 


COPYRIGHT 
BY   EDUCATIONAL  PUBLISHING  COMPANY. 


The  object  of  this  book  is  to  give  to  teachers  a  complete  system  of 
work,  based  upon  purely  educational  principles,  extending  from  the  kinder- 
garten through  the  high  school ;  a  system  that  has  been  tried  with  success  in 
some  of  the  best  schools,  and  pronounced  most  excellent  by  leading  educa- 
tors of  the  country  ;  a  system,  too,  that  the  best  educated  mechanics  con- 
sider sound  and  practical  as  well  as  progressive.  Moreover,  it  is  a  system 
that  will  set  teachers  to  thinking  and  inventing  for  themselves  ;  and,  while 
it  will  give  them  an  opportunity  to  learn  how  to  make  correctly  with  tools 
the  models  preparatory  to  teaching,  it  will  cause  them  to  see  the  vital 
connection  between  the  Manual  Training  and  the  other  school  work. 

Moreover,  it  is  a  system  that  teaches  the  fundamental  principles  of 
of  drawing,  designing,  and  construction  and  also  the  correct  use  of  all  kinds 
of  wood-working  and  forging  tools. 

The  first  exercises  in  this  work  are  so  simple  that  they  can  be  per- 
formed by  any  child  in  the  lowest  primary  classes,  and  are  so  graded  in 
number,  form  and  drawing  as  to  meet  successfully  its  intellectual  growth 
from  day  to  day. 

The  book  is  the  outcome  of  many  years  experience  in  teaching  and 
study  with  the  foremost  teachers  in  the  United  States  and  Europe  ;  and  its 
chief  purpose  is  to  show  that  Manual  Training,  in  its  best  forms,  can  be 
introduced  into  the  schools  of  every  city,  town,  and  village  with  success 
and  at  comparatively  small  expense. 

The  author  wishes  to  acknowledge  his  indebtedness  to  Mr.  Geo.  W. 
Whittemore,  Assistant  Master  in  the  Waltham  Manual  Training  School  for 
valuable  help  in  arranging  the  exercises  and  models  in  the  forge  shop. 


2O66Q42 


CONTENTS. 


I.     PAPKR  WORK 


II.     CARD-BOARD  WORK     . 


III.     ADVANCED  CARD-BOARD  WORK.     USEFUL  ARTICLES          .          .       83 


IV.     WOOD- WORK.     SLOYD 117 


V.     WOOD-TINNING,  CARVING,   STAINING  AND  FINISHING  .          .      199 


VI.     IRON- WORK.     FORGING 


INTRODUCTION. 


In  the  preparation  of  a  system  of  manual  training,  the  educator 
should  have  for  his  end  and  aim  the  educational  value  of  the  work. 
He  should  also  know,  and  come  in  such  close  contact  with  other 
school  work,  that  he  will  see  the  importance  of  manual  training,  and  be 
able,  through  existing  circumstances  and  conditions,  to  see  and  make  the 
connection  between  it  and  all  other  subjects  in  the  school. 

The  first  step,  as  shown  in  the  kindergarten,  must  be  to  train  the 
powers  of  observation,  producing  new  growth  in  the  mental  organism. 
This  is  done  with  exercises  of  placing,  putting,  building, —  leading  up 
to  drawing  and  construction.  These  are  also  forcible  means  in  training 
the  imagination,  and  inventive  skill,  and  are  invaluable  lessons  in  language, 
number,  form  and  geometry. 

There  are  many  kinds  of  work,  founded  on  or  developed  from  the 
kindergarten  occupations  that  will  serve  for  the  purpose  of  manual  training, 
with  drawing  as  a  component  part  of  each.  In  drawing,  the  eye  is 
rendered  more  accurate,  and  the  hand  is  brought  more  completely  under  the 
will  than  by  any  other  exercise  ;  but  in  itself  it  is  not  sufficient,  it  must  be 
supplemented  by  its  application  to  work  in  paper,  card-board,  wood  and 
other  material,  and  in  the  making  from  the  drawing  that  which  the  drawing 
represents. 

Because  paper-work  has  been  used  to  a  great  extent  in  the  kindergarten 
and  in  the  home,  it  is  best,  perhaps,  to  begin  with  it  in  the  first  primary, 


4  INTRODUC'ftoN. 

keeping  in  mind  that  the  work  must  form  the  basis  and  material  for  a  great 
many  lessons  in  .attention,  language,  number,  form-drawing,  reading  and 
writing ;  and  that  the  article  made  should  be  of  such  a  form  and  nature,  and 
so  systematically  arranged  that  there  will  be  a  steady  growth  in  all  phases 
of  the  work. 

"But  just  what  shall  I  do?  what  can  the  children  make?  how  can 
these  things  be  made  ?  what  instruments  and  tools  would  they  need  ?  how 
can  number,  language,  etc.,  be  taught  with  it?"  These  are  questions 
often  asked  by  teachers. 

No  teacher  should  feel  confined  to  a  certain  set  of  models,  but  rather, 
let  the  desired  exercises  be  embodied  in  a  good  model  original  with  the 
pupil  or  teacher,  being  careful  to  keep  the  general  trend  of  thought  the 
same.  The  first  series  of  diagrams  will  show  models  and  exercises  that 
have  been  used  in  Boston  schools  with  success. 

For  a  room  of  fifty-six  pupils  the  following  tools  and  material  would 
be  needed  :  One  thousand  sheets  of  white  or  colored  paper,  and  about  the 
constituency  of  good  writing  paper,  cut  accurately  eight  inches  square. 
Obtain  this  from  some  wholesale  house,  sending  sample  and  dimensions  ;  a 
few  ounces  of  worsted,  the  colors  selected  being  such  that  will  blend  with 
the  colors  of  the  paper  ;  fifty-six  hard  wood,  one  foot  rulers  one  and  three- 
eighths  inches  wide,  with  beveled  edge  and  graduated  into  one  inch,  one- 
half  inch,  one-quarter  inch,  one-eighth  inch  spaces  ;  fifty-six  lead  pencils 
("  Dixou's  American  Graphite,  M,"  is  good),  with  fine  point;  fifty-six 
rubber  erasers ;  fifty-six  pairs  good  pencil  dividers,  that  can  be  easily 
adjusted ;  fifty-six  pairs  good  six  inch  scissors  ;  fifty-six  darning  needles. 
All  these,  excepting  the  paper,  can  be  kept  in  a  neatly  made  cloth  case, 
with  an  apartment  for  each  tool  and  kind  of  material,  and  can  be  rolled  up 
or  hung  on  the  inside  of  a  closet-door. 


SLOYD 


OR 


EDUCATIONAL  MANUAL  TRAINING, 


PART.  I. —PAPER  WORK. 

Example  No.  1. —  Have  the  children  sit  squarely  in  their 
seats,  both  feet  on  the  floor.  Have  them  hold  up  their  right  hands, 
left  hands,  the  index  finger  of  right  and  left  hands.  Have  them 
touch  with  an  index  finger  the  front  edge  of  their  desks,  which  is 
the  edge  next  to  them  ;  the  same  exercise  with  the  back,  right,  and 
left  edges,  the  back  right  corner,  the  back  left,  front  right,  and  front 
left.  Begin  here  by  having  the  children,  one  at  a  time,  give 
directions. 

Example  No.  2. — Choose  as  many  pupils  as  there  are  rows 
of  seats,  selecting  those  who  need  the  training  the  most,  and  have 
them  help  in  giving  out  the  work.  Have  a  certain  place  for  every 
thing  and  teach  their  name  and  uses  as  they  are  given  out,  and  let  it 
be  done  in  the  following  manner  :  Hold  up  a  ruler  before  the  pupils, 
write  the  word  on  the  board,  and  have  them  speak  the  wore},  then 
will  the  ruler,  the  written  and  oral*  word  be  associated  in  the  mind. 

7 


8  SLOYD. 

The  work  should  be  given  out  in  the  following  order  :  Place  the 
paper  on  the  desks  so  that  one  of  its  edges  will  be  parallel  with  and 
about  two  inches  from  the  front  edge  of  the  desk  and  directly  in 
front  of  you.  Now  repeat  with  the  paper  Example  Xo.  1. 

Example  No.  3. — Take  up  the  rulers,  find  the  long  mark 
near  Fig.  1. 

Question. —  How  far  is  it  from  there  to  the  nearest  corner? 

Answer.  -One  inch.  (Repeat  this  with  two  inches,  three 
inches,  and  four  inches.)  Have  them  see  that  the  corner  of  the 
ruler  most  used  is  where  the  one  inch  begins.  Place  the  corner 
of  the  ruler  on  the  back  left  corner  of  the  paper  and  have  the  edge 
of  the  ruler  parallel  with  the  back  edge  of  the  paper ;  then  place  a 
fine  point  on  the  paper  directl}7  below  the  four  inch  mark,  with  the 
pencil  held  in  a  vertical  position. 

Question. —  How  far  is  the  point  from  the  back  left  corner? 

Answer. —  Four  inches. 

Question. —  How  far  is  it  from  the  back  right  corner? 

Answer. —  Four  inches. 

Question. —  What  have  you  done  to  the  edge  ? 

Answer. —  Bisected  it,  or  divided  it  into  two  equal  parts. 

Question. —  What  shall  we  call  the  point? 

Answer. —  The  middle  point,  or  point  of  bisection. 

The  pupils  now  bisect  the  other  edges  of  their  paper. 


SLOYD. 


Example  No.  4. —  Teach  now  opposite  edges,  opposite 
corners  and  points.  Place  the  ruler  so  that  the  edge  shall  connect 
the  point  in  the  back  edge  with  the  point  in  the  front  edge.  To 
hold  the  ruler  firmly,  divide  it  into  thirds  with  the  thumb  and  the 
fore  and  middle  finger.  Hold  the  pencil  as  you  are  taught  to  hold 
the  pen,  then  join  with  a  line  the  points  connected  by  the  ruler, 
beginning  at  the  back  ;  join  the  remaining  opposite  points,  beginning 
at  the  left  in  drawing  the  line. 


10 


SLOYD. 


MODEL  No.  1.  —  WALL  POCKET. 


Example  No.  5. —  Now  put  the  model,  which  is  a  wall- 
pocket,  where  all  can  see  it,  and  without  direction  have  them  fold 
their  papers  as  the  folding  is  done  in  the  model.  Have  the  worsted 
cut  to  the  right  length  and  teach  them  how  to  thread  it  into  the 
needle,  and  to  catch  up  the  corners  and  make  a  loop  to  hang  it  by, 
as  shown  in  the  diagram,  and  model  No.  1  is  finished. 


SLOYD. 


MODEL  No.  2  — WINDMILL. 


Place  the  paper  in  position. 

Exercise  No.  7. —  Place  the  ruler  from  back  right  to  front 
left  corners,  and  draw  the  diagonal.  Draw  the  other  diagonal. 
(Teach  here  that  the  square  is  now  divided  into  four  equal  parts, 
and  the  middle  point  is  found). 

Exercise  No.  8. —  Take  up  the  dividers,  loosen  the  adjust- 
ing screw  and  open  them  so  that  the  distance  between  the  pivot  and 
marking  points  will  equal  one  inch.  Place  the  pivot  point  at  the 
centre  of  the  square,  grasp  the  dividers  at  their  extreme  upper  end, 
with  the  tip.s  of  the  thumb  and  fore-linger,  and  then  make  a  circle 
by  twirling  the  dividers,  keeping  the  hand  and  arm  in  one  position. 

Teach  here,  the  circle,  centre,  circumference,  radius,  and 
diameter. 


SLOYD. 


Exercise  No.  9. —  Take  up  the  paper  with  the  left  hand,  and 
with  the  scissors,  beginning  at  the  corners,  cut  along  the  diagonals 
to  the  circumference  of  the  circle.  Bend  the  upper  corner  of  the 
right  quarter,  the  right  corner  of  the  front  quarter,  the  lower 
corner  of  the  left  quarter,  and  the  left  corner  of  the  back  quarter 
to  the  centre.  Catch  up  these  corners  as  indicated  in  the  diagram, 
sewing  through  the  back.  The  pupils  should  fold  and  sew  the 
form  from  the  model  and  not  from  dictation). 

MODEL  No.  3.  —  CYLINDER  WALL  POCKET. 


3. 


Show  the  model.  Bisect  the  right  and  left  edges  and  join 
these  points  with  a  line.  (Teach  here  the  oblong.)  Bisect  the 
right  and  left  edges  of  the  front  oblong,  connect  with  the  ruler 


SLOYD. 


18 


these  points,  and  along  its  edge  in  the  oblong,  place  points  one 
inch  (I'')  from  the  right  and  left  edges.  Open  the  dividers  one  and 
one-fourth  inches  (1  1-4")  and  with  these  points  as  centers  inscribe 
circles.  Cut  out  the  circles  and  upper  oblong.  Bend  the  right 
edge  of  the  oblong  over  the  left  edge  lapping  one-half  inch  (1-2"). 
Sew  these  together  forming  a  cylinder.  Sew  one  circular  piece  to 
one  end  of  the  cylinder  and  use  the  other  for  a  hanger. 


MODEL  No.  4.—  CUBICAL  MATCH-SAFE. 


3 


2 


s 


6 


Bisect  all  edges  of  the  paper. 


14 


SLOYD. 


Exercise   No.  1O. —  Bisect  all  halves  of  edges. 

(Teach  here  quadrisecting  and  opposite  points). 

Join  with  lines  all  opposite  points. 

(Teach  from  the  model,  the  number  and  shape  of  the  faces  and 
the  r-liape  it  takes  when  unfolded).  The  square  to  the  right  of  the 
back  left  square  is  No.  1,  the  one  in  front  of  1  is  2,  the  one  to 
the  left  of  2  is  3,  the  one  to  the  right  of  2  is  4,  the  one  in  front 
of  2  is  5  and  the  one  in  front  of  5  is  6.  Cut,  fold,  and  sew  from 
the  model. 


SLOYD. 


MODEL  No.  5.— OBLONG  COMB-CASE. 


X 


Co 


Have  the  pupils  examine  the  model,  teach  the  oblong,  its  faces, 
etc.,  and  its  relation  to  the  cube.  Let  a  number  of  them  go  to 
the  board  and  draw  the  shape  as  it  would  appear  if  unfolded.  Be 
sure  that  all  can  see  the  construction,  and  then,  without  directions, 
have  them  draw  the  diagram.  Cut,  fold,  and  sew  the  oblong, 
excepting  one  face  with  a  loop  for  hanging  as  in  the  cube. 


it: 


SLOYD. 


MODEL  No.  6.— TEIANGULAE  WALL-POCKET. 


Present  the  model.  Teach  here  the  triangular  prism,  and  have 
the  pupils,  by  measuring,  see  that  the  sides  of  the  triangular  ends 
are  equal. 

Exercise  No.  11. —  Draw  on  the  board  a  square,  construct 
within  the  square  on  one  of  its  sides  an  equilateral  triangle,  by 
means  of  arcs  with  a  pair  of  chalk  dividers  ;  and  following  the 
plan  as  with  the  oblong,  have  the  pupils  draw  their  diagram. 
Fold  and  sew  the  triangular  prism,  leaving  one  oblong  face  with 
loop  for  hanging. 


SLOYD. 


17 


MODEL,  No.  7.— SQUARE  BOX. 


Present  model.  Have  pupils  obtain  measurements  from  the 
model,  draw  diagram,  cut  away  the  corners,  fold  and  sew  without 
dictation. 


18  SLOYD. 

MODEL  No.  8.— SQUARE  BOX. 


Bisect  right  and  left  edges  and  find  center  of  square.  Open 
the  dividers  3  1-2'  and  with  the  center  of  the  square  as  a  center 
inscribe  a  circle.  With  the  same  point  as  a  center  inscribe  a  4" 
circle.  Place  the  ruler  from  right  to  left  across  the  paper  through 
the  center  and  where  it  crosses  the  circumference  of  the  smaller 
circle,  place  points. 

Exercise  No.  12. —  With  these  points  as  centers  and  with  a 
radius  equal  to  1  3-4'  describe  arcs  above  the  center,  between 
the  circumference  of  the  circles.  Place  the  ruler  across  the 
paper  through  intersection  of  arcs  and  the  center,  and  where  it 
crosses  the  circumference  of  the  smaller  circle  place  points.  Join 
all  adjacent  points  and  extend  the  lines  to  the  circumference  of  the 
larger  circle.  Cut  along  the  circumference  of  larger  circle,  cut 
away  triangular  corners,  fold  up  the  sides  and  sew  from  the  model. 


SLOYD. 


1!) 


MODEL  No  9.— CONE  PIN-HOLDER. 


Find  center  of  square,  open  dividers  3  1-2",  from  the  center 
inscribe  a  circle  and  draw  a  diameter  to  the  circle  from  right  to  left, 
using  points.  Unfold  the  model  and  have  them  cut,  fold  and  sew, 
leaving  loop  at  the  base  for  hanging. 


SLOYD. 


TRIANGULAR  PYRAMID  CATCH-ALL. 


MODEL  No.  10. 


SLOYD  21 


(Present  model  and  then  unfold,  to  show  that  all  sides  and  the 
large  triangle  of  which  they  are  composed  are  equilateral  triangles.) 
On  the  left  edge  of  the  square  and  1  '  from  the  front  left  corner, 
place  a  point ;  place  a  point  opposite  on  the  right  edge.  Join  with 
the  ruler  these  points,  and  beginning  1"  from  the  left  point,  draw 
a  line  6'  long  in  the  square.  Construct  on  the  board  on  a  given 
line,  by  means  of  arcs,  an  equilateral  triangle.  (Have  the  pupils 
see  the  construction  of  the  triangles  in  the  folding  and  then  draw 
their  diagrams).  Bisect  all  edges  of  the  large  triangle,  join  all 
adjacent  points,  fold  and  sew,  leaving  one  side  with  loop  for 
hanging. 


SLOYD. 


MODEL  No.  11.—  SQUARE   PYRAMID  WASTE-HOLDER. 


From  the  center  of  the  square  inscribe  a  7"  circle.  Draw  a 
right  and  left  diameter  to  the  circle.  Open  the  dividers  equal  to 
the  radius  of  the  circle. 

Exercise  No.  13. —  Place  the  dividers  at  the  right  end  of 
diameter  and  with  arcs  cut  the  circumference  above  and  below. 
Draw  corresponding  arcs  from  left  end  of  diameter,  dividing  the 
circumference  into  six  equal  parts.  Join  all  adjacent  points, 
making  a  hexagon  within  the  circle.  Join  all  opposite  points, 
dividing  the  hexagon  into  six  equilateral  triangles.  The  back 
triangle  is  No.  1,  back  right  No.  2,  front  right  No.  3,  front 
No.  4,  front  left  No.  5,  and  back  left  No.  6.  Unfold  the  model 
and  have  the  pupils  see  the  construction.  Cut,  fold,  and  sew, 
leaving  loop  for  hanging. 


SLOYD. 


MODEL   No.  12.— HEXAGONAL  BOX. 


From  center  of  square  inscribe  a  4"  and  7"  circle.  By  placing 
points  in  the  right  and  left  sides  of  smaller  circle,  divide  the 
circumference  into  two  equal  parts,  and  from  these  points  construct 
a  hexagon  in  the  circle.  Number  the  left  corner  1,  the  back  left  2, 
back  right  3,  right  4,  front  right  5  and  front  left  6.  Join,  with 
the  ruler,  points  1  and  3,  and  draw  lines  from  these  points  to 
the  circumference  of  larger  circle.  Draw  corresponding  lines 
from  points  2  and  4,  3  and  5,  4  and  6,  5  and  1,  6  and  2.  From 
the  model  cut,  fold,  and  sow. 


24 


SLOYD. 


MODEL  No.  13.— OCTAGONAL  BOX. 


Exercise  No.  14. —  From  center  of  square  inscribe  a  4"  and 
7"  circle.  Divide  the  circumference  of  smaller  circle  into  two 
equal  parts,  with  points  in  the  right  and  left  sides.  Open  the 
dividers  1  3-4"  and  from  these  points  make  intersection  of  arcs 
above  the  center  and  between  the  circumferences  of  circles,  join 
with  the  ruler  intersection  of  arcs  with  center  and  where  the  ruler 
crosses  the  circumference  of  smaller  circle,  place  points,  dividing 


SLOYD.  25 


it  now  into  four  equal  parts.  From  the  right  point  with  radius 
equal  to  1  3-4"  describe  arcs  in  the  back  right  and  front  right 
corners  of  square,  repeat  the  exercise  from  the  remaining  points, 
making  intersection  of  arcs  in  all  corners  of  square.  Join  with  the 
ruler  opposite  intersections,  placing  points  in  circumference  of 
smaller  circle,  dividing  the  circle  now  into  eight  equal  parts.  Join 
all  adjacent  points,  making  an  octagon.  Join  with  the  ruler,  points 
1  and  4,  and  from  these  points  draw  lines  to  the  circumference 
of  larger  circle,  from  points  2  and  5,  3  and  6,  4  and  7,  5  and  8, 
6  and  1,  7  and  2,  8  and  3.  draw  corresponding  lines.  From 
the  model  cut,  fold,  and  sew. 


SLOYD. 


MODEL  No.  14.— TWELVE-SIDED  BASKET. 


From  center  of  square  inscribe  a  4"  and  6"  circle,  indicate  ends 
of  horizontal  and  vertical  diameters  by  points  as  in  the  octagon. 
Open  the  dividers  equal  to  the  radius  of  larger  circle  and  from 
the  right  point  draw  arcs  across  the  circumference  above  and  below, 
draw  corresponding  arcs  from  remaining  points,  dividing  the 
circumference  into  twelve  equal  parts.  With  these  twelve  points 
as  centers  and  a  radius  equal  to  1"  inscribe  circles.  Cut  around 
the  outer  edge  of  figure,  and  cut  out  the  elliptical  figures  inside. 
Sew,  so  as  to  make  flaring  sides. 


PART  II.  CARD-BOARD  WORK, 


FUNDAMENTAL     FORMS     AND    MODIFICATIONS. 

Tools  and  material  needed. —  A  drawing  board;  some  rulers, 
pencils,  erasers,  shears  and  dividers,  as  were  used  in  the  paper 
series ;  as  many  sharp-pointed  shoe  knives  as  there  are  pupils ; 
one-half  dozen  ten  cent  cans  of  Le  Page's  Liquid  Glue  ;  one  thous- 
and sheets  of  white  paper,  the  same  as  in  other  series,  cut  twelve 
inches  by  seventeen  inches ;  one  thousand  sheets  of  white  card- 
board, of  good  quality  and  a  little  thicker  than  a  postal  card,  cut 
twelve  by  fourteen  inches.  Send  to  some  wholesale  house  for 
samples,  and  have  the  cutting  done  by  them. 

The  object  of  this  work  is  to  help,  in  an  intense  degree,  in 
teaching  the  many  subjects  that  have  to  do  in  a  direct  way  with 
number  and  form,  and  forms  the  basis  of  future  calculations. 

This  is  taught  intuitively  and  with  a  great  deal  of  interest,  as 
the  pupils  think  and  work  out  their  thoughts.  Instead  of  memoriz- 
ing rules  that  others  have  made  through  investigation  and  thought, 

27 


28  SLOYD 

they  make  their  own  rules,  compile  their  own  arithmetic  and 
geometry. 

The  models  being  made  of  white  card-board,  renders  them  very 
valuable  as  a  series  of  models  for  drawing,  and  therefore  saves  the 
cost  of  a  set  made  of  plaster  or  wood. 

The  pupils  can  invent  many  modifications  of  these  forms,  and 
no  matter  how  far  advanced  a  class  may  be  in  number  and  form 
work,  these  models  will  always  be  found  useful  material. 

Such  as  the  following  can  lie  given  in-  square  and  cubic 
measure  :  Make  a  box  to  contain  nine  cubic  inches.  Make  a  box 
of  different  shape  to  contain  the  same  number  of  cubic  inches. 

This  is  also  valuable  work  for  the  teaching  of  concise  and  cor- 
rect English,  and  the  pupils  become  acquainted  with  the  use  of 
terms  that  are  best  learned  in  connection  with  real  work. 

The  work  is  done  with  thicker  and  tougher  material  than  was 
used  in  the  paper  series,  and  one  sees  that,  in  order  to  do  the  work, 
it  requires  all  the  skill  of  hand  and  mind  formerly  acquired,  and  a 
systematic  growth  in  both. 

To  test  the  real  growth  of  ideas  and  skill  of  hand,  free  hand 
drawing  should  be  taught  in  connection  with  it,  and  also  have  them 
draw  the  same  diagrams  of  the  card-board  forms  on  paper,  free 
hand,  then  cut  and  fold. 

As  the  models  are  arranged  in  the  series  one  can  trace  the 
growth  of  one  form  from  another,  but  in  some  cases  forms  that 
should  come  early  in  the  series  are  put  in  later,  on  account  of  the 


SLOYD.  29 

difficulties  in  making  ;  but  in  such  cases  they  can  be  made  of  paper 
in  their  true  position,  and  afterwards  in  card-board. 


MODEL  No.  1.  —  CUBE. 

Present  a  cube  to  the  class,  and  develop  the  idea  of  its  form 
when  unfolded,  as  with  the  cube  in  the  paper  series. 

This  series  of  models  being  entirely  closed  on  all  sides,  it  is 
necessary  that  there  shall  be  laps  or  margins,  adhering  to  the  sides 
for  gluing.  Have  the  pupils  tell  how-  many  laps  are  needed,  and 
where.  When  this  is  clear  in  the  minds  of  the  pupils,  erase  what 
may  have  been  drawn  on  the  blackboard  as  an  illustration,  and,  for 
a  lesson  in  attention  and  accuracy,  have  them  draw  the  diagram 
from  dictation  as  follows,  being  careful  to  give  directions  slowly, 
concisely,  and  not  to  repeat  them  if  possible  : 

Bisect  the  back  edge  of  the  paper;  place  the  corner  of  the 
ruler  at  this  point,  so  that  the  short  edge  of  the  ruler  will  coincide 
with  the  back  edge  of  the  paper ;  along  the  edge  of  the  ruler,  place 
a  point  four  inches  below  the  point  of  bisection.  Place  points 
directly  opposite  on  the  right  and  left  edges  of  paper.  Connect 
the  three  points  with  ruler,  having  the  six  inch  mark  rest  upon  the 
middle  point.  This  middle  point  shall  be  the  middle  point  of  a  two 
inch  line.  Draw  the  line.  Place  the  corner  of  ruler  at  the  right 
end  of  this  line  so  that  the  short  edge  of  ruler  shall  exactly  coincide 
with  the  line,  and,  beginning  at  the  right  end  of  line,  let  fall  a 


30 


SLOYD. 


3          3 


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"/£  3: 


SLOYD.  31 

perpendicular  along  the  edge  of  ruler,  eight  and  one-fourth  inches 
in  length. 

Beginning  at  the  upper  end  of  this  line  set  off  a  one-fourth 
inch  space,  and  below  this  point  four  two  inch  spaces.  The  point 
one-fourth  below  the  horizontal  line  is  point  No.  1,  the  point  two 
inches  below  No.  1  is  point  No.  2  ;  below  No.  2  is  No.  3  ;  below 
No.  3  is  No.  4. 

From  the  lower  end  of  this  line  draw  a  perpendicular  two 
inches  to  the  left ;  connect  the  left  ends  of  two  horizontal  lines, 
placing  and  numbering  points  as  before.  Connect  points  No.  1, 
extending  the  line  one-fourth  of  an  inch  to  the  right  and  one-fourth 
inch  to  the  left.  Connect  points  No.  2,  extending  the  line  two  and 
one-fourth  inches  to  right  and  left ;  draw  a  corresponding  line 
through  points  No.  3  ;  connect  right  ends  of  lines  extending 
through  Nos.  2  and  3  :  connect  the  left  ends  of  these  lines. 

Connect  points  No.  4,  extending  the  line  one-fourth  of  an  inch 
to  right  and  left. 

On  the  line  extending  through  points  No.  2,  place  points  a 
one-fourth  of  an  inch  from  each  end  ;  place  corresponding  points 
on  line  extending  through  No.  3,  and  connect  opposite  points. 

Construct  similar  margins  on  right  and  left  sides  of  upper 
square  ;  and  on  the  square  below  the  middle  square. 

On  the  upper  horizontal  line  place  a  point  one-fourth  of  an 
inch  from  the  right  end.  Join  this  point  with  point  No.  1  ;  cut  all 
corners  of  all  margins  in  like  manner. 


32 


SLOYD 


Transfer  the  drawing  upon  card-board  to  a  scale  of  two  inches 
to  three  inches,  or  the  making  of  a  three  inch  cube. 

Have  the  class  tell  along  which  lines  to  crease  for  folding. 
This  should  be  done  along  the  edge  of  the  ruler  with  the  point  of  a 
sharp  knife,  drawing  the  knife  toward  you  in  a  cutting  position  and 
cutting  the  card-board  half  way  through. 

Now  with  the  shears  cut  along  the  outer  edges  of  the  whole 
diagram.  Then  cut  away  corners  of  margins.  Fold  so  that  the 
creases  shall  be  on  the  outside  and  the  margins  inside. 

Spread  a  thin  coating  of  glue  upon  the  outside  of  margins,  and 
glue  carefully  together,  one  side  at  a  time. 


SLOYD.  33 


MODEL  No.  2.— SQUARE  PRISM. 

Bisect  the  back  edge  of  paper. 

Place  a  point  on  the  left  edge  four  inches  from  the  back  left 
corner.  Place  a  point  directly  opposite  on  the  right  edge. 

Place  a  point  midway  between  points. 

The  point  last  placed  shall  be  the  middle  point  of  a  four  inch 
horizontal  line.  Draw  the  line.  From  the  right  end  of  this  line 
let  fall  an  eight  and  one-fourth  inch  perpendicular.  From  the 
lower  end  of  this  line  draw  a  horizontal  line  four  inches  to  the  left. 
Connect  the  left  ends  of  horizontal  lines. 

In  the  right  vertical  beginning  at  the  upper  end  set  oft*  a 
one-fourth  inch  space  and  below  it  four  two-inch  spaces.  Place 
corresponding  points  on  left  vertical.  The  points  on  verticals  one- 
fourth  inch  from  the  upper  ends  are  points  No.  1  ;  those  two 
inches  below  are  No.  2  ;  those  two  inches  below  No.  2  are  No. 
3,  and  so  on  down. 

Join  points  No.  1,  extending  the  line  one-fourth  inch  to  the 
right  and  left.  Join  points  No.  2,  extending  the  line  two  and 
one-fourth  inches  to  the  right  and  left.  Draw  a  corresponding  line 
through  points  No.  3,  then  connect  points  No.  4,  extending  the 
line  one-fourth  inch  to  the  right  and  left. 

Connect  the  right  and  left  ends  of  the  lines  extending  through 
points  No.  2  and  No.  3.  ,  On  lines  drawn  through  points  2  and  3 


u 


SLOYD. 


^ 

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I  -    ** 


.  \\.V|t 


SLOYD. 


35 


S 


place  points  one-fourth  inch  from  the  right  and  left  ends.     Connect 
opposite  points. 

Construct  similar  margins  on  the  right  and  left  edges  of  the 


upper   oblong,    and   the 


above   the    lower    oblong.      Cut   all 


corners  of  all  margins  as  in  the  cube 

Transfer  on  cardboard  to  the    scale    of  three   inches   to   two 
inches. 

Crease,  cut,  fold,  and  glue,  as  in  the  cube. 


36 


SLOYD. 


ua  \\cyA\cw    Y  xv.  S 


%. 


SLOYD.  37 


MODEL  No.  3.— TRIANGULAR  PRISM. 

With  chalk  dividers  construct  upon  the  black-board  an  equian- 
gular triangle,  upon  a  given  line,  by  means  of  arcs. 

Directions  for  drawing  diagram  : 

Bisect  the  back  edge  of  the  paper.  On  the  left  edge  place  a 
point  four  inches  from  the  back  left  corner ;  place  one  directly 
opposite  on  the  right  edge  ;  also  place  one  midway  between  points. 
The  point  last  placed  shall  be  the  middle  point  of  a  four-inch 
horizontal  line.  Draw  the  line.  From  the  right  end  of  this  line 
let  fall  a  perpendicular  six  and  one-fourth  inches  in  length.  From 
the  lower  end  of  this  line  draw  a  perpendicular  four  inches  to  the 
left.  Connect  the  left  ends  of  horizontal  lines, 

On  these  vertical  lines  place  points  one-fourth  inch  from  their 
upper  ends  and  below  set  off  three  two-inch  spaces,  numbering 
points  as  in  the  cube  and  square  prism. 

Join  all  opposite  points.  Cut  the  corners  of  the  upper  margin 
as  in  the  cube.  Open  the  dividers  equal  to  the  length  of  the  short 
side  of  the  oblong ;  place  the  metal  point  at  point  No.  3  to  the 
right ;  place  the  pencil  point  at  point  No.  2 ;  beginning  there, 
construct  an  arc  about  two  and  one-half  inches  in  length  to  the 
right. 


SLOYD. 


V  V.S  YV\, 


Place  the  metal  point  at  point  No.  2  ;  construct  an  arc  to  the 
right,  intersecting  the  preceding  arc  ;  join  intersection  of  arcs  with 
points  2  and  3. 

Construct  a  corresponding  triangle  on  the  left  side  of  the 
same  oblong. 

Transfer  to  card-board  to  the  scale  of  two  inches  to  three 
inches. 

Crease,  cut,  fold,  and  glue,  using  the  circular  margins  on  the 
sides  of  the  triangles. 


SLOYD. 


No.  4.—  SQUARE  PYRAMID. 

Place  the  paper  so  that  the  long  edges  will  be  parallel  with  the 
front  edge  of  the  desk.  Bisect  the  back  edge  of  the  paper ;  four 
inches  from  this  point,  directly  towards  the  front  edge,  place  a 
point ;  with  this  point  as  the  center,  construct  a  four-inch  circle  ; 
draw  a  horizontal  diameter  of  the  circle  ;  from  the  ends  of  this 


40 


SLOYD. 


diameter  construct  a  hexagon  within  the  circle  ;  connect  all  opposite 
points  in  hexagon. 

The  upper  triangle  will  be  side  No.  1  ;  upper  right  triangle, 
No.  2  ;  lower  right  triangle,  No.  3  ;  and  lower  triangle  No.  4. 

With  the  upper  right  corner  of  upper  triangle  as  a  center, 
construct  a  circular  margin  on  left  side  of  triangle  No.  1. 

The  base  of  the  lower  triangle  shall  be  the  upper  side  of  a 
square  ;  construct  the  square. 

After  transferring  drawing  to  card-board,  to  a  scale  of  one 
to  two,  cut  out,  preserving  the  circular  margins  on  triangles 
Nos.  1,  2,  and  3  ;  crease,  fold  and  glue. 


SLOYD. 


41 


K. 


No.  5.— TRIANGULAR  PYRAMID. 

Place  paper  so  that  the  long  edges  will  be  parallel  with  the 
front  edge  of  desk.  Bisect  the  front  edge  of  paper :  three  inches 
from  this  'point  and  directly  towards  the  back  edge  of  paper,  place 
a  point ;  with  this  point  as  a  center,  draw  a  six  inch  horizontal 
line;  using  this  line  as  a  base,  construct  a  six  inch  equiangular 
triangle  by  means  of  arcs  ;  bisect  all  sides  of  .this  triangle ;  join 


SLOYD. 


points  of  bisection  in  right  side  with  point  in  left  side  ;  connect 
both  of  these  points  with  center  of  base. 

Open  the  dividers  equal  to  the  length  of  side  of  small  triangle  ; 
place  the  metal  point  at  lower  right  corner  of  upper  triangle  ;  with 
this  point  as  a  center  construct  a  circular  margin  on  left  side  of 
upper  triangle  ;  construct  similar  margins  on  the  base  of  lower  left 
triangle,  and  on  the  right  side  of  lower  right  triangle. 

Transfer  drawing  on  card-board  to  a  scale  of  three  to  four ; 
cut,  crease,  fold  and  glue. 


SLOYD. 

V\VY  <x  «v*.\xo\  "^  v  v  s  xxv 


MODEL   No.  6.  —HEXAGONAL  PRISM. 

Place  paper  so  that  the  long  edges  of  paper  will  be  parallel 
with  the  front  edge  of  desk  ;  bisect  the  back  edge  of  paper ;  two 
inches  from  this  point  and  directly  in  front,  place  a  point ;  with 
this  point  as  a  center  draw  a  six  inch  horizontal  line  ;  this  line  shall 
be  the  upper  edge  of  an  oblong  six  by  six  and  one-fourth  inches  ; 
draw  the  oblong ;  on  the  right  and  left  sides  of  oblong,  beginning 
at  the  upper  edge,  set  off  a  one-fourth  inch  space,  and  below  it  six 
one  inch  spaces ;  join  all  opposite  points. 


44 


SLOYD. 


Open  the  dividers  one  inch,  and  with  the  lower  and  upper 
right  corners  of  fourth  oblong  as  centers  construct  an  intersection 
of  arcs  to  the  right. 

With  an  inch  radius  and  intersection  of  arcs  as  a  center,  con- 
struct a  circle ;  from  the  lower  and  upper  right  corners  of  this 
oblong  construct  a  hexagon  within  the  circle  ;  in  the  same  manner 
construct  a  hexagon  on  the  left  side  of  this  oblong. 

Construct  one-fourth  inch  margins  on  right  and  left  sides  of  all 
oblongs,  except  the  one  on  which  the  hexagons  are  constructed, 
cutting  corners  as  in  cube. 

Transferring  drawing  to  cardboard  to  a  scale  of  one  to  one, 
cut,  crease,  fold,  and  glue. 


SLOYD. 


0  tc\v  •-  \    \o   X   . 
MODEL   No.  7.— HEXAGONAL  PYRAMID. 

Place  paper  so  that  the  long  edges  of  paper  will  be  parallel 
with  the  front  edge  of  desk ;  bisect  the  back  edge  ;  four  inches 
directly  in  front  of  this  point,  place  a  point ;  with  this  point  as  a 
center  construct  a  four  inch  circle. 

Beginning  at  lower  side  of  circle,  and  having  dividers  open  a 


SLOYD. 


distance  of  one  and  one-fourth  inches,  lay  off  six  spaces  in  the  cir- 
cumference of  the  circle,  working  upward  to  the  right ;  join  all 
points  in  the  circumference  with  the  center;  draw  all  chords  to 
arcs,  except  the  greater  arc*,  construct  a  circular  margin  on  left 
side  of  upper  left  triangle. 

The  base  of  the  lower  triangle  shall  be  the  upper  side  of  a 
hexagon  drawn  within  a  circle  ;  construct  the  hexagon. 

Transfer  to  card-board  to  a  scale  of  one  to  two  ;  cut,  crease, 
fold  and  glue,  using  circular  margins  on  hexagon. 


SLOYD.  47 


MODEL  No.  8.— RHOMBIC  PRISM. 

Place  paper  so  that  the  short  edges  of  paper  are  parallel  with 
the  front  of  desk  ;  bisect  the  back  edge  of  paper ;  place  a  point  two 
inches  directly  in  front  of  this  point ;  with  this  point  as  a  center, 
draw  a  two  inch  horizontal  line  :  this  line  shall  be  the  back  edge  of 
an  oblong  two  inches  by  eight  and  one-fourth  inches  ;  construct  the 
oblong. 

On  the  right  and  left  edges  of  oblong,  beginning  at  upper 
edge,  set  a  one-fourth  inch  space,  below  it  four  two  inch  spaces  ; 
join  all  opposite  points. 

The  point  one-fourth  of  an  inch  below  the  upper  edge  is  No.  1, 
and  so  on. 

Place  points  on  the  lines  one-half  inch  above  points  three  and 
four ;  join  with  the  ruler  point  two  in  the  left  with  the  point  one- 
half  inch  above  three  in  the  right ;  draw  diagonally  upward  to  the 
left  from  point  2  a  line  two  and  one-fourth  inches  in  length. 

Join  with  the  ruler  point  3,  to  the  left,  with  the  point  one-half 
inch  above  the  point  4,  to  the  right ;  draw  a  line  diagonally  upward 
from  point  3,  to  the  left,  two  and  one-fourth  inches  in  length ;  con- 
nect the  left  ends  of  these  lines.  On  these  lines  one-fourth  of  an 
inch  from  left  ends  place  points  ;  join  opposite  points  ;  from  corre- 
sponding points  draw  a  similar  figure  on  the  right  side  of  same 
square. 


48 


SLOYD. 


\\N\.  0  \\\\  V  t,      \>v 


.  r\.  i. 


SLOYD. 


V\\  0  \\\\  vO      V  Y  V  S  \Y\, 


On  right  and  left  sides  of  upper  square  and  the  one  above 
lower  square,  construct  one-fourth  inch  margins,  cutting  all  corners 
as  in  cube. 

Transfer  to  card-board  to  a  scale  of  two  to  three. 

Cut,  crease,  fold  and  glue. 


50 


SLOYD. 


Vj  c\oV  v  \ 


r 


MODEL   No.  9.— OCTAHEDRON. 

Place  paper  so  that  the  long  edges  shall  be  parallel  with  the 
front  edge  of  desk ;  bisect  the  back  edge  of  paper ;  four  inches 
directly  in  front  place  a  point ;  with  this  point  as  a  center  draw  a 
three  inch  circle. 

Place  the  ruler  in  position  to  draw  the  horizontal  diameter  — 
where  the  ruler  crosses  the  circumference  place  points  ;  using  these 


SLOYD. 


points,  divide  the  circumference  into  six  equal  parts  ;  connect  all 
these  points  with  the  center. 

Draw  chords  of  all  arcs  except  the  greater.  On  the  left  side 
of  upper  triangle  construct  a  circular  margin,  on  the  base  of  lower 
triangle  construct  an  equilateral  triangle  by  means  of  arcs  ;  with  the 
intersection  of  arcs  as  a  center  construct  a  three  inch  circle  and 
within  the  circle,  triangles  as  above  with  circular  margin  on  upper 
triangle  c 

In  the  first  circle  the  upper  triangle  is  No.  1 ;  the  upper  right, 
No.  2  ;  lower  right,  No.  3  ;  and  lower  triangle  No.  4.  In  the 
second  circle,  the  upper  triangle  is  No.  5  ;  the  upper  right,  No.  6  ; 
lower  right,  No.  7  ;  and  lower,  No.  8. 

Transfer  to  a  scale  of  one  to  two  ;  cut,  crease,  fold  and  glue. 


52 


SLOYD. 


,y 


SLOYD.  53 


MODEL  No.   10.— PAIR   OF   STEPS. 

Place  paper  so  that  the  short  edges  will  be  parallel  with  the 
front  of  desk  ;  bisect  the  back  edge  ;  four  inches  directly  in  front  of 
this  point  place  a  point ;  with  this  as  a  center  draw  a  two  inch  hor- 
izontal line,  which  shall  be  the  upper  edge  of  an  oblong  two  by 
eight  and  one-fourth  inches  ;  draw  the  oblong. 

On  right  and  left  sides  of  oblong,  beginning  at  the  upper  edge, 
set  off  a  one-fourth  inch  space,  below  it  two  two  inch  spaces,  below 
these  four  one  inch  spaces  ;  join  all  opposite  points, 

Continue  the  upper  side  of  second  square  one  inch  to  right  and 
one  inch  to  left ;  continue  the  lower  side  of  the  same  square  two 
inches  to  right  and  two  inches  to  left ;  from  the  right  end  of  last 
line  draw  a  one  inch  vertical  line  ;  from  the  upper  end  of  this  line 
draw  a  perpendicular  to  the  line  one  inch  to  the  left ;  from  the  left 
end  of  this  line  draw  a  one  inch  vertical  line. 


SLOYD. 


Construct  a  similar  figure  on  the  left  side  of  second  square. 

On  the  right  and  left  sides  of  upper  square  and  the  four 
oblongs,  construct  one-fourth  inch  margins,  cutting  corners  as  in 
cube. 

Transfer  on  cardboard  to  a  scale  of  one  to  two  ;  cut,  crease, 
fold  and  glue. 


SLOYD. 


55 


^S.V&fc  V  NV  <\     ^V\-  *  ^W. 

>rs\\. 


MODEL   No.  11.— PENTAGONAL  PRISM. 

Place  the  paper  so  that  the  long  edges  will  be  parallel  with  the 
front  of  desk ;  bisect  the  back  edge,  two  inches  from  this  point 
and  directly  towards  the  front  edge,  place  a  point;  this  point  shall 
be  the  center  of  a  six  inch  horizontal  line  ;  draw  the  line  ;  this  line 
shall  be  the  upper  edge  of  an  oblong  six  inches  by  seven  and  three- 
fourths  :  draw  the  oblong. 

On  the  right  and  left  sides  of  oblong,  beginning  at  the  upper 
edge,  set  off  a  one-fourth  inch  space  and  below  it  five  one  and  one- 
half  inch  spaces  ;  join  all  opposite  points. 


56  SLOYD. 


Mark  the  lower  left  corner  of  oblong  Xo.  3,  A ;  and  the  upper 
left  corner  B  ;  with  A  and  B  as  center;?  draw  two  three  inch  circles  ; 
mark  the  intersection  of  these  circles  at  the  right,  C ;  join  this 
point  with  intersection  of  circles  to  the  left  and  extend  the  line 
Indefinitely  to  the  left ;  with  C  as  a  center  draw  a  three  inch  circle  ; 
mark  where  this  circle  crosses  the  line  that  joins  the  intesection,  D  ; 
mark  where  the  circle  intersects  the  upper  circle  in  the  upper  right, 
E  ;  and  where  it  crosses  the  lower  circle  in  the  lower  right,  F ; 
connect  with  ruler  points  E  and  D,  and  mark  where  the  ruler 
crosses  the  lower  circle  in  the  lower  left  H  ;  join  with  the  ruler 
points  F  and  D  and  mark  where  the  ruler  crosses  the  upper  circle  in 
the  upper  left  G. 

With  a  radius  equal  to  one  and  one-half  inches  and  with  G  and 
H  as  centers,  draw  intersection  of  arcs  to  the  left  on  the  line 
passing  through  points  C  and  D. 

Mark  this  intersection  I ;  join  B  and  G ;  G  and  I ;  I  and  H ; 
and  H  and  A,  forming  a  pentagon. 


SLOYD. 


57 


Draw  a  similar  pentagon  on  the  right  side  of  same  oblong ;  on 
the  right  and  left  sides  of  all  oblongs,  except  No.  3,  construct 
one-fourth  inch  margins,  cutting  corners  as  in  cube. 

Transfer  drawing  to  card-board  to  a  scale  of  one  to  one. 

Cut,  crease,  fold  and  glue. 


0» 


SLOYD. 


,c\o\\c\     v  vy  a 

y»  a. 


a 


MODEL  No.  12.— PENTAGONAL  PYRAMID. 

Place  paper  so  that  the  long  edges  shall  be  parallel  with  the 
front  of  desk ;  find  the  center  of  paper ;  with  this  point  as  a 
center,  draw  a  two  and  one-half  inch  circle ;  draw  its  vertical 
diameter  and  divide  it  into  five  equal  parts. 


SLOYD. 


59 


v  v\ 


X  ft. 


6 


V  vy 


The  point  below  the  upper  end  is  No.  1.  :  below  it,  No.  2  ;  and 
so  on. 

With  a  radius  equal  to  the  diameter  and  ends  of  diameter  as 
centers,  draw  an  intersection  of  arcs  to  the  right. 

Place  the  ruler  across  the  circle  through  point  2  and  inter- 
section of  arcs  ;  where  the  ruler  crosses  the  circle  to  the  left,  place 
a  point.  A  line  drawn  from  this  point  to  the  upper  end  of  diameter 
is  one  side  of  a  pentagon  :  with  the  dividers  set  off  the  remaining 
sides.  Each  side  shall  be  the  base  of  an  isosceles  triangle  having  a 
slant  height  of  two  inches,  with  its  apex  pointing  outward. 

Construct  circular  margins  on  alternate  sides  of  all  triangles. 

Transfer  to  a  scale  of  one-half  to  one  ;  cut,  crease,  fold  and 
glue. 


.60 


SLOYD. 


1  \\A\-C\     \ 


Y  W. 


MODEL   No.  13.— CRYSTAL   FORM. 

Place  the  paper  so  that  the  short  edges  shall  be  parallel  with 
the  front  of  desk ;  bisect  the  back  edge ;  four  inches  in  front 
of  this  point  place  a  point ;  this  shall  be  the  center  of  a  six  inch 
horizontal  line  ;  draw  the  line  :  this  line  shall  be  the  upper  edge 
of  an  oblong  six  inches  by  six  and  one-fourth  inches ;  draw 
the  oblong.  On  the  right  and  left  sides  of  oblong,  beginning 


SLOYD. 


61 


at  the  upper  edge,  set  off'  a  one-fourth  inch  space  and  below  it,  six 
one  inch  spaces  ;  join  all  opposite  points.  The  right  side  of  the 
third  oblong  shall  be  the  base  of  an  isosceles  triangle  having  a  slant 
height  of  two  inches  and  the  apex  pointing  outward.  With  this 
apex  as  a  center,  and  a  radius  equal  to  the  slant  height  of  triangle, 
draw  a  circle. 

Draw  within  the  circle  five  triangles  equal  to  the  one  already 
drawn,  draw  three  above  and  two  below. 

On  the  left  side  of  same  oblong  draw  a  similar  figure ;  on  the 
right  and  left  sides  of  all  oblongs,  except  the  third,  construct  a  one- 
fourth  inch  margin,  cutting  the  corners  as  in  cube. 

Transfer  to  a  scale  of  one  inch  to  one  inch,  cut,  crease, 
fold  and  glue. 


SLOYD. 
*O  <X  u  \  u  r\,  o\     v  Y  v  \  rw. 


s&v.  XX,  V, 
MODEL   No.   14.— OCTAGONAL  PRISM. 

Place  paper  so  that  the  long  edges  will  be  parallel  with  the 
front  of  desk  ;  bisect  the  back  edge  ;  place  a  point  directly  in  front 
of  it ;  with  this  point  as  a  center  draw  a  six  inch  horizontal  line. 

This  line  shall  be  the  upper  edge  of  an  oblong  six  by  eight  and 
one-fourth  inches  ;  construct  the  oblong  ;  on  the  right  and  left  edges, 
beginning  at  upper  edge,  set  off  a  one-fourth  inch  space;  below  it, 
eight  one  inch  spaces ;  join  all  opposite  points. 


SLOYD.  63 


Continue  upper  and  lower  edges  of  fourth  oblong  indefinitely 
to  right  and  left ;  open  the  dividers  one  inch  and  with  the  lower  and 
upper  right  corners  of  fourth  oblong  as  centers,  draw  arcs  intersect- 
ing the  extended  lines  to  the  right :  with  these  intersections  as  cen- 
ters and  a  one  inch  radius,  draw  arcs  above  and  below. 

With  the  upper  right  corner  of  oblong  No.  3  and  the  lower 
right  of  No.  5  as  centers,  and  same  radius,  draw  arcs  intersecting 
arcs  last  drawn ;  connect  with  ruler  the  upper  right  corner  of  oblong 
No.  4  and  upper  intersection  of  arcs  and  from  the  upper  right  cor- 
ner of  oblong  No.  4  draw  a  line  diagonally  upward  to  the  right,  one 
inch  long  ;  from  the  upper  end  of  this  line  draw  a  one  inch  line, 
directly  to  the  right ;  with  the  right  end  of  this  line  as  a  center  and 
a  one  inch  radius,  draw  an  arc  intersecting  the  extended  lines  diag- 
onally downward  to  the  right.  In  the  same  manner  complete  the 
lower  and  right  sides  of  octagon. 


SLOYD. 


C)  <Xc\.oo  \v  c\     x 


On  the  left  side  of  oblong  No.  4  construct  a  similar  octagon ; 
on  the  right  and  left  sides  of  all  oblongs,  except  No.  4,  construct 
one-fourth  inch  margins,  cutting  corners  as  in  cube. 

Transfer  to  a  scale  of  one  to  one  ;  cut,  crease,  fold  and  glue. 


SLOYD. 


Ci5 


\\Yfc\\vo  oV  \, 


MODEL   No.  15.— RHOMBOHEDRON. 

Place  paper  so  that  the  long  edges  shall  be  parallel  with  the 
front  of  desk  ;  bisect  the  left  edge  ;  bisect  the  right  edge  ;  connect 
points  of  bisection  ;  on  this  line  four  inches  from  the  left  end  place 
a  point ;  four  inches  to  the  right  of  it  place  another ;  with  these 
points  as  centers,  draw  two  four  inch  circles ;  from  ends  of 
diameters  divide  the  circumferences  into. six  equal  parts. 

In  circle  to  left,  connect  upper  left  point  with  lower  right ;  the 
left,  with  lower  left ;  lower  left  with  lower  right ;  upper  left  with 
upper  right ;  and  upper  right  with  right. 


66  SLOYD. 


In  circle  to  the  right,  connect  the  upper  right  and  lower  left 
points ;  the  lower  left  and  lower  right ;  lower  right,  and  right ; 
lower  left  and  left ;  left  and  upper  left ;  and  upper  left  and  center. 

On  the  upper  side  of  upper  triangle  in  the  circle  to  the  right 
construct  an  equiangular  triangle  with  apex  pointing  upward  ;  on 
the  left  side  of  this  triangle  construct  a  circular  margin  ;  connect  the 
lower  right  point  in  circle  to  left  with  lower  left  in  circle  to  right. 

On  the  left  side  of  upper  rhombus  in  the  circle  to  left  construct 
a  circular  margin. 

The  left  rhombus  in  left  circle  is  side  No.  1  ;  the  upper  rhom- 
bus, No.  2  ;  the  one  to  right  of  No.  1  is  No.  3  ;  the  rhombus  includ- 
ing upper  left  and  lower  left  triangles  in  the  circle  to  the  right  is 
No.  4 ;  the  lower  right  rhombus  in  same  circle,  No.  5  ;  and  the 
rhombus  including  the  upper  triangle  and  one  constructed  upon  it, 
No.  6. 


SLOYD. 


G7 


V.QYV, 


There  should  be  circular  margins  on  left  side  of  No.  1  ;  on  left 
of  No.  2  ;  on  upper  left  of  No.  4  ;  on  upper,  lower,  and  right  sides 
of  No.  5  ;  and  upper  left  side  of  No.  6. 

Transfer  to  a  scale  of  two  to  three.     Cut,  crease,  fold  and  glue. 


68 


SLOYD. 


X.  V . 


MODEL,   No.    16.—  ISOSCEHEDRON. 

Place  paper  so  that  the  short  edges  will  be  parallel  with  the 
front  of  desk  ;  bisect  the  right  and  left  sides  ;  join  opposite  points  ; 
three  inches  from  the  left  end  of  this  line  place  a  point.  This  shall 
be  the  center  of  a  four  inch  circle  ;  draw  the  circle  ;  from  the  ends 
of  diameters  construct  a  hexagon  within  the  circle  ;  continue  the 
outer  edges  of  the  upper  and  lower  triangles  indefinitely  to  the 
right ;  on  the  lower  edge  of  the  lower  triangle  construct  an  equila- 
teral triangle,  its  apex  pointing  downward  ;  from  the-  apex  of  this 
triangle  draw  a  line  parallel  with  the  extended  line  above. 

From  the  upper  right  corner  of  upper  triangle  set  off  on  the 
upper  line  four  two  inch  spaces  ;  from  the  apex  of  lower  triangle 


SLOYD. 


69 


Y  vo  %  c  vV  v\ 


V  0\V 


set  off  on  lower  line  four  two  inch  spaces  ;  join  all  opposite  points 
with  lines  that  shall  be  parallel  with  upper  right  and  upper  left  sides 
of  hexagon. 

The  five  upper  triangles  pointing  upward,  beginning  at  the  left, 
shall  be  numbered  1,  2,  3,  4,  and  5  ;  the  ten  triangles  in  the  middle, 
6,  7,  8,  9,  10,  11,  12,  13,  14  and  15;  the  five  triangles  below 
pointing  downward,  16,  17,  18,  19  and  20. 

There  should  be  circular  margins  on  the  left  sides  of  the  upper 
five  and  the  lower  five  triangles  and  on  the  left  side  of  Xo.  6. 

Transfer  the  drawing  to  cardboard  to  a  scale  of  one  to  one. 

Cut,  fold,  crease  and  slue. 


70 


SLOYD. 


-.v\-,  r. 


MODEL   No.  17.— FRUSTRUM  OF  SQUARE  PYRAMID. 

Place  paper  so  that  the  long  edges  shall  be  parallel  with  the 
front  of  the  desk ;  bisect  the  back  edge  ;  four  inches  in  front  of 
point  place  a  point ;  with  this  as  a  center,  draw  a  four  inch  circle 
and  a  one  and  one-fourth  inch  circle,  the  one  and  one-fourth  inch 
circle  to  be  indicated  by  a  dotted  line  ;  place  points  in  circumfer- 


SLOYD. 


71 


ences  indicating  ends  of  horizontal  diameters  ;  from  these  points 
divide  the  circumferences  into  six  equal  parts. 

In  both  circles  connect  the  upper  right  points  with  upper  left ; 
the  upper  right  and  right :  the  right  and  lower  right ;  and  the 
lower  right  and  lower  left. 

Join  the  upper  left  corners ;  the  upper  right ;  right ;  lower 
right ;  and  lower  left.  On  the  upper  side  of  lower  frustrum  erect 
a  five-eighths  square  ;  on  the  upper,  right,  and  left  sides  of  this 
square  construct  circular  margins. 

Construct  a  circular  margin  on  left  side  of  upper  frustrum. 

The  base  of  upper  frustrum  shall  be  the  upper  edge  of  a 
square  ;  construct  the  square. 

Transfer  to  a  scale  of  one  to  two,  and  cut,  crease,  fold  and 
Sflue. 


SLOYD. 


MODEL  No.  18.— PENTAGONAL  DODECAHEDRON. 

Place  paper  so  that  the  short  edges  will  be  parallel  with  the 
front  of  desk;  bisect  the  back  edge;  six  inches  from  this  point, 
directly  towards  the  front,  place  a  point ;  this  shall  be  the  center  of 
a  one  and  one-half  inch  horizontal  line  ;  draw  the  line,  marking  the 
left  end  A,  and  the  right  end  B  ;  on  line  A  B  construct  a  pentagon 
as  in  pentagonal  prism. 


SLOYD.  73 


The  upper  right  corner  is  C,  the  upper  left,  D,  and  the  upper, 
E.  Join  with  ruler  C  and  D,  and  draw  a  line  one  and  one-half 
inches  long  to  the  left  from  D  ;  join  with  the  ruler  C  and  A  and 
draw  a  line  one  and  one-half  inches  long  diagonally  downward  to 
the  left  from  A.  "With  the  outer  ends  of  these  lines  as  centers,  and 
a  one  and  one-half  inch  radius,  draw  an  intersection  of  arcs  to  the 
left ;  join  points  making  a  pentagon ;  on  all  remaining  sides  of  first 
pentagon  construct  a  similar  pentagon. 

On  the  lower  left  side  of  lower  pentagon  construct  a  pentagon ; 

on   the   lower    side    of  this    pentagon    construct   a    pentagon ;    on 
remaining  sides  of  last  pentagon  construct  pentagons. 

On  the  series  of  six  pentagons  above  there  shall  be  circular 
margins  on  the  left  side  of  upper  right ;  on  the  lower  left  side  of 
upper  left ;  on  the  lower  right  side  of  lower  left ;  on  the  upper 
right  side  of  lower  ;  on  the  upper  side  of  right. 


SLOYD. 


V  0  \V. 


On  the  series  of  six  below,  there  shall  be  circular  margins  on 
the  upper  left  and  lower  left  sides  of  the  upper  pentagon  ;  on  the 
upper  left,  left,  and  lower  left  sides  of  left ;  on  the  left,  lower,  and 
right  sides  of  the  lower  left ;  on  the  lower,  lower  right,  and  upper 
right  sides  of  the  lower  right  pentagon  ;  and  on  the  lower  right, 
upper  right,  and  upper  left  of  the  right  pentagon. 

Transfer  drawing  to  a  scale  of  one  inch  to  one  inch ;  cut, 
crease,  fold  and  glue. 


SLOYD. 


75 


s  \v 


7G 


SLOYD 


SLOYD. 


MODEL   No.  19.— GREEK  CROSS. 

Place  paper  so  that  the  short  edges  will  be  parallel  with  the 
front  of  desk  ;  bisect  the  back  edge  ;  two  inches  directly  in  front 
place  a  point  which  shall  be  the  center  of  a  one-inch  horizontal 
line  ;  draw  the  line.  This  line  shall  be  the  upper  edge  of  an  oblong 
one  inch  by  twelve  and  one-fourth  ;  draw  the  oblong ;  on  the  right 
and  left  sides  of  oblong,  beginning  at  upper  edge,  set  off  a 
one-fourth  inch  space  ;  below  it  twelve  one  inch  spaces  ;  join  all 
opposite  points. 

Extend  the  upper  and  lower  sides  of  fourth  square  three  inches 
to  the  right  and  three  inches  to  the  left ;  connect  the  right  and  left 
ends  of  these  lines  ;  on  these  lines  place  points  one  inch  and  two 
inches  from  their  right  and  left  ends ;  connect  opposite  points, 
extending  lines  one  inch  above  and  one  inch  below  ;  connect  the 
upper  and  lower  ends  of  these  lines. 

On  the  right  and  left  sides  of  series  of  twelve  squares,  except 
the  fourth  square,  construct  one-fourth  inch  margins,  cutting 
corners  as  in  cube. 

Transfer  to  a  scale  of  one  to  two,  cut,  crease,  fold  and  glue. 


78 


SLOYD, 


v,r. 


\,  - 


r. 


MODEL   No.  20.— CYLINDER. 

Place  the  paper  so  that  the  long  edges  are  parallel  with  the 
front  of  desk ;  bisect  the  back  edge,  and  place  a  point  four  inches 
directly  in  front  of  it  which  shall  be  the  center  of  a  three  inch 
horizontal  line  ;  draw  the  line  ;  this  line  shall  be  the  upper  edge  of 
an  oblong  three  by  five  inches  ;  draw  the  oblong. 


SLOYD.  79 


On  the  right  and  left  sides  of  oblong  place  points  one-fourth 
inch  from  the  upper  edge  ;  join  opposite  points. 

Bisect  the  right  and  left  sides  of  oblong  ;  join  these  points  with 
a  ruler  and  place  points  one  inch  to  the  right  and  one  inch  to 
the  left  of  oblong;  with  last  points  as  centers  describe  two  one 
and  one-half  inch  circles  and  two  two-inch  circles. 

Beginning  at  any  point  in  the  circumferences  of  inner  circles 
divide  them  into  one-fourth  inch  spaces ;  every  other  space  in 
the  circumference  shall  be  the  base  of  an  isosceles  triangle,  whose 
apex  touches  the  outer  circle  ;  draw  the  triangles. 

Transfer  to  the  scale  of  one  to  two.  Cut,  crease,  fold  and 
glue. 


80 


SLOYD. 


A   cylinder  of  wood  three  inches  in  diameter  and  eight  inches 
long  should  be  provided  for  rolling  and  gluing  the  side  of  cylinder. 


SLOYD. 


81 


MODEL   No.  21.— CONE. 

Place  the  paper  so  that  the  long  edges  are  parallel  with  the 
front  of  desk  ;  find  the  center  of  paper ;  with  this  point  as  a  center 
draw  a  four-inch  circle,  and  a  four  and  one-half  inch  circle  ;  place 
ruler  in  position  to  draw  the  horizontal  diameters,  and  draw  a 
radius  of  inner  circle  to  the  right ;  in  line  with  diameters  and  two 
inches  to  the  left  of  outer  circle  place  a  point,  which  shall  be 
the  center  of  a  one  and  one-half  inch  circle  ;  draw  the  circle. 


82 


SLOYD. 


Cut  out  a  circular  plinth  of  card-board  equal  to  the  last  circle  ; 
place  a  point  on  card-board  on  the  outer  edge  of  circle  ;  place  the 
plinth  in  a  vertical  position  so  that  the  last  point  shall  rest  on 
the  right  end  of  radius  of  inner  circle  ;  roll  the  plinth  upward  along 
the  circumference  of  the  inner  circle  until  the  point  in  plinth 
again  rests  upon  the  circumference  of  inner  circle  ;  join  this  point 
in  the  circumference  with  the  center. 


Construct  a  one-fourth  inch  margin  on  the  left  side  of  this 
segment ;  construct  isosceles  triangles  between  the  circumferences 
as  in  the  cylinder. 

Transfer  to  a  scale  of  one  to  two.     Cut,  crease,  fold  and  glue. 


SERIES  No.  3. 


USEFUL  ARTICLES  IN  CARDBOARD. 

The  object  of  this  series  is  to  place  in  the  hands  of  teachers, — 
who  cannot  obtain  permission,  time,  place,  tools  or  material  for 
teaching  wood-work, —  a  series  of  Manual  Training  lessons  that  may 
be  practically  followed  in  any  school-room.  The  series  is  also  an 
excellent  preparation  for  introducing  the  pupils  to  the  real  working 
drawings  needed  in  advanced  work  in  wood  and  iron.  Thus,  when 
they  come  to  the  higher  work,  they  will  have  a  very  fair  idea  of 
what  is  needed. 

The  drawings  as  in  the  preceding  work,  are  for  the  help  of 
teachers,  who  can  make  their  models  from  them.  The  pupils  should 
be  taught  to  make  drawings  from  these  models ;  then  models  from 
their  drawings. 


84  SLOYD. 


TOOLS   AND  MATERIAL   NEEDED. 

A  good  quality  of  straw  board,  three  or  four  times  as  thick  as 
a  postal-card ;  some  leatherette  paper  for  the  outside  covers  of  the 
portfolio,  music-roll,  card-cases,  boxes,  etc.  ;  some  prettily  figured 
paper,  such  as  may  be  found  on  the  fly  leaf  of  some  books,  for  the 
outside  and  inside  of  card  receivers,  mats,  work-boxes,  comb-cases, 
etc.,  and  for  the  inside  of  portfolios;  some  thin  pale  blue  and  red 
paper  for  the  inside  of  boxes,  music-rolls,  card-receivers,  etc.  ;  Le 
Page's  Liquid  Glue  for  gluing  card-board ;  and  some  book- 
binder's paste.  The  tools  used  are  the  same  as  those  used  in  the 
preceding  work,  with  the  addition  of  a  small  paste-brush. 


SLOYD. 


8f> 


\ 


cx 


86 


SLOYD. 


O  t  cXv  -         « » V  , 


7A" 


SLOYD. 


87 


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^LuV  -.  VlH"  V»  V- 

"btaVu  '|),a  Vi  \.  . 

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A.        \      ^'vN\V.v\v<\. 


32." 


SLOYD. 


SLOYD. 


v 


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vv>.^  a> t»«.%«   ^f 

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SLOYD. 


SERIES   No.  4. 


The  work  embodied  in  this  series  of  models  is  the  most  im- 
portant of  all  to  the  pupil.  Eleven  years  is  about  the  average  age 
of  pupils  who  are  able  to  begin  it,  but  it  would  not  be  right  to  say 
that  all  of  that  age  would  be  able  to  do  the  work,  nor  would  it 
be  proper  to  exclude  all  pupils  who  are  under  that  age,  for 
many  are  more  apt  at  the  age  of  nine  than  others  at  the  age 
of  fourteen.  This  depends  greatly  upon  inheritance,  natural  bright- 
ness and  environment.  At  this  particular  age  character  is  easily 
moulded ;  the  hand  and  eye  easily  trained,  and  thoughts  easily 
directed.  Every  pupil  should  be  allowed  to  proceed  with  the  work 
as  fast  as  he  can,  and  do  excellent  work,  for  every  one  should  be 
kept  at  his  best  all  the  time. 

THE  WORK. 

With  this  particular  work,  the  possibilities  for  all  around 
development  are  greater  than  in  any  other  form  of  Manual 
Training,  therefore  it  is  the  best  form  for  public  school  work.  In  it 
there  are  a  greater  number  of  healthful  exercises  taught  than  are 
embodied  in  any  other  work.  There  are  no  harmful  exercises. 

117 

• 


118  SLOYD. 

The  articles  made  are  such  as  to  embody  the  exercises  in  the 
order  of  their  simplicity,  and  can  be  so  arranged  as  to  fit  the  daily 
growth  of  the  pupil. 

With  careful  teaching  of  the  use  of  tools  there  is  a  natural  ten- 
dency towards  neatness  and  accuracy,  which  cannot  be  said  of  all 
kinds  of  work  that  could  be  used  for  manual  training  purposes. 

It  brings  a  pupil  face  to  face  with  himself,  and  he  sees  his  weak- 
nesses and  his  good  qualities  as  he  never  saw  them  before. 

These  elements  of  character  which  Manual  Training  should 
develop,  such  as  independence,  order,  neatness,  respect  for  the  dig- 
nity of  intelligent  labor  and  a  love  for  work  in  general,  are  funda- 
mentally established,  and  there  is  an  awakening  of  a  lively  interest 
in  all  subjects  that  pertain  to  scientific  and  skillful  work  and  thought. 
Another  important  fact  is,  that  one  becomes  more  generally  skillful 
in  this  work  than  in  any  other,  and  the  exercises  performed  are 
fundamental  in  teaching  and  performing  all  other  kinds  of  work 
that  could  be  used  for  manual  training  purposes  and  which  should 
follow  this. 

THE  TOOLS. 

The  knife  is  the  tool  with  which  more  articles  can  be  made  than 
with  any  other,  hence  a  greater  number  of  exercises  can  be  performed 
with  it.  It  is  also  more  universally  known  and  used  than  any  other 
tool. 

If  any  one  makes  an  article  with  a  knife,  he  can  claim  that  the 
work  was  solely  his  own,  for  the  tool  was  held  and  guided  by  his 


SLOYD.  119 

own  hand,  and  the  eye  was  exercised  in  judging  of  surfaces  and 
curves  ;  but  when  he  makes  an  article,  using  the  plane  where  a  knife 
could  have  been  used,  he  can  claim  but  part  of  the  work  as  his  own, 
for  the  cutting  blade  of  the  plane  was  held  and  guided  to  a  great 
extent  by  the  stock  of  the  plane.  This  is  why  the  knife  is  the  fun- 
damental tool  in  Sloyd  work. 

Messrs.  Chandler  and  Barber,  17  Eliot  St.,  Boston,  Mass., 
have  with  great  care  prepared  a  bench  and  a  full  lii-t  of  toots,  which 
are  recognized  by  all  teachers  as  the  best  that  can  be  had  and  are 
sold  at  a  very  small  profit. 

Xever  use  a  poor  tool,  and  always  keep  tools  in  excellent 
cutting  condition.  Never  attempt  to  teach  the  use  of  them  until 
you  have  learned  to  do  it  readily  yourself. 

Use  tools  of  common  size  ;  fpr  boys  who  are  old  enough  to  do 
the  work  are  able  to  handle  the  ordinary  tools,  and  they  are  more 
steady  in  the  hands  than  smaller  ones. 

The  following  tools  should  be  kept  at  every  bench  :  a  knife,  a 
jack-plane,  a  smoothing-plane,  a  marking-gauge,  a  tri-square,  a 
two  foot  rule  (in  one  piece),  a  pair  of  steel  compasses  and  a  pencil. 

All  the  other  tools  except  the  cross-cut  and  splitting-saws  should 
be  kept  in  a  cabinet  with  a  glass  front,  with  slanting  shelves  and 
apartments  for  each  tool.  The  cross-cut  and  splitting-saws  should 
be  hung  on  a  rack  near  where  the  sawing  is  done,  and  all  tools  that 
are  not  at  the  benches  should  be  given  out  by  the  teacher  or  some 
pupil  appointed  for  the  office.  The  grindstone,  chopping-block 


120  SLOYD. 

and  saw-horses  should  be  in  a  place  where  they  will  be  out  of  the 
way  of  the  benches. 

For  the  drawing  the  Milton  Bradley  kit  is  the  best  in  the 
market  and  serves  the  purpose  very  well. 

Six  sets  of  good  drawing  instruments  are  enough  for  a  class  of 
twenty-five.  They  should  be  given  out  by  the  teacher  and  kept 
with  the  paper  at  his  desk.  Sand-paper  should  be  used  as  sparingly 
as  possible  and  should  be  given  out  by  the  teacher.  Grades  Xo.  1  1-2 
and  1-2  are  the  best  for  the  purpose. 

After  the  general  instruction  has  been  given  to  the  class,  indi- 
vidual teaching  should  be  given  in  the  sharpening,  care,  and  use  of 
the  tools. 

Seats  for  the  class  should  be  arranged  in  front  of  the  teacher's 
bench  and  drawing  board,  where  he  can  perform  exercises  that  can 
be  as  well  taught  in  class  as  with  individual  instruction. 

All  tools  should  be  kept  dry,  no  rust  being  allowed  to 
corrode  them.  During  the  vacation  months  they  should  be  wiped 
with  oiled  waste,  wrapped  in  oiled  paper,  packed  in  cases,  and 
put  in  a  dry  place. 

Any  first  class  carpenter  or  cabinet-maker  can  give  to  a 
teacher  all  necessary  instruction  in  the  sharpening,  use  and  care 
of  the  tools. 

MATERIAL. 

It  has  been  found  through  years  of  experience  and  careful  ob- 
servation that  wood  is  best  adapted  for  work  in  Manual  Training  for 


SLOYD.  121 

pupils  in  the  upper  Grammar  grades.  It  can  be  easily  obtained,  it 
offers  the  right  amount  of  'resistance  to  the  tools  and  hand  ;  the 
pupils  become  interested  in  finding  where  the  different  woods 
grow,  and  the  study  of  the  nature,  growth  and  general  appear- 
ance of  trees  gives  a  basis  for  the  study  of  design. 

In  the  analysis  of  this  series  the  different  kinds  of  wood 
that  are  best  adapted  for  the  work  are  given. 

Great  care  should  be  used  to  select  wood  of  the  best  quality, 
straight  grain,  good  color,  kiln-dried  ;  and  when  selecting  white- 
wood  take  that  which  is  free  from  sap.  It  is  a  good  plan  to 
purchase  enough  at  one  time  to  last  a  year,  if  it  can  be  stored 
in  a  dry  place. 

THE  ROOM. 

Many  ask  if  this  kind  of  Manual  Training  can  not  be  taught 
in  an  ordinary  school-room,  and  the  work  done  on  a  common 
school  desk.  This,  however,  is  not  practical. 

A  special  room  on  the  lower  floor  or  in  the  basement,  if  dry,  is 
the  best  place  for  the  work.  The  room  should  be  at  least  thirty 
feet  square  and  well  lighted  from  opposite  sides. 

In  setting  the  benches  plenty  of  room  should  be  allowed  for 
passage  ways,  for  the  sawing  of  lumber,  and  enough  between 
benches  so  that  the  pupils  need  not  come  in  contact  with  each 
other  while  working. 

It  is  very  desirable  to  have  black-boards  around  the  room,  for 
drawings  explanatory  of  the  construction  of  plane  figures,  descrip- 
tions of  parts  of  tools,  positions  of  the  body  while  working,  etc. 


122  SLOYD. 

Mention  has  already  been  made  of  the  seats  arranged  in  front 
of  the  teacher's  bench  and  black-board.  This  is  a  very  important 
feature  and  much  good  teaching  can  be  done  on  account  of  it  which 
could  not  be  done  as  well  in  any  other  way. 

The  teacher  should  meet  his  class  here  at  least  once  a  week  to 
talk  over  with  them  the  work  in  general,  to  lecture  on  woods,  tools, 
etc.,  and  to  explain  different  exercises  with  the  tools  and 
instruments. 

A  cabinet  should  be  provided  for  the  teacher's  models,  and  in  a 
side  room,  fitted  with  broad  shelves,  should  be  placed  the  finished 
work  of  the  pupils.  In  another  room  there  should  be  lockers  for 
each  pupil  arranged  in  sections,  each  section  to  contain  twenty-four 
lockers.  A  convenient  size  for  each  locker  is  twenty-two  inches  in 
height,  ten  inches  in  width  and  fourteen  inches  in  depth.  One  door 
can  serve  for  three  lockers.  These  should  contain  the  pupil's 
drawing  kit,  suit  and  unfinished  work.  These  lockers  are  an  im- 
portant feature,  for  it  helps  in  a  great  degree  to  teach  neatness 
and  order. 

THE  MODELS. 

The  teacher  in  Manual  Training  should  consult  with  the 
teacher  in  design,  and  be  careful  that  the  models  from  which 
the  pupils  work  are  articles  of  real  worth,  beautiful  in  shape. 
Many  practical  persons  who  have  artistic  tastes  rightly  criticize  the 
models  which  are  used  in  many  Manual  Training  Schools.  Other 
persons,  disregarding  the  necessary  and  fundamental  exercises  in 
making  the  objects,  would  simply  teach  ornamentation.  This, 


SLOYD.  123 

however,  is  a  wrong  impression  for  pupils  to  form  of  what  is 
most  valuable  in  an  object.  Again  there  are  those  who  go  to 
the  other  extreme.  Some  would  have  no  ornamentation  at  all, 
not  even  on  useful  parts,  while  others  would  over-ornament  to  the 
extent  of  sacrificing  useful  parts. 

There  is,  however,  a  happy  medium,  which  can  be  maintained 
by  ornamenting  useful  parts,  making  them  none  the  less  useful 
but  more  beautiful. 

Never  make  a  model  ugly  in  shape  for  the  sake  of  teaching 
an  exercise.  It  would  be  better  to  go  on  to  the  next  model 
and  in  the  meantime  invent  something  useful  and  pretty  to 
contain  that  exercise. 

Finally,  there  should  be  a  variety  of  shapes,  and  in  the  series 
there  should  be  a  number  of  models  having  such  convex  surfaces  as 
are  most  graceful  and  cannot  be  made  with  instruments  in  a 
mechanical  way  but  must  be  drawn  and  made  free  hand.  This 
might  be  called  modeling  in  wood.  It  tests  and  educates  the 
eye  and  hand  in  a  wonderful  degree. 

MARKING. 

This  is  one  of  the  most  difficult  tasks  that  a  teacher  has  to 
perform.  It  is  sometimes  hard  to  decide  how  to  mark.  The 
teacher  is  supposed  to  know,  all  the  time,  the  quality  and  amount 
of  work  that  is  being  done  on  each  model  on  which  the  class  is 
working,  and  as  he  passes  from  bench  to  bench  he  can  so  watch 
the  work  that  he  can  easily  pass  his  judgment  on  the  workman- 


124  SLOYD. 

ship  and  faithfulness  of  the  pupil.  Teachers  have  to  accept  work 
from  some  pupils  that  he  would  not  accept  from  others.  For  in- 
stance, here  is  a  boy  who  has  inherited  a  strong  tendency  towards 
skillfulness  in  the  use  of  tools,  and  it  is  quite  easy  for  him  to  do 
the  work  in  an  excellent  manner,  but  he  should  be  kept  at  his  very 
best  all  the  time  and  show  steady  improvement.  The  duty  of  the 
teacher,  here,  would  be  to  make  the  right  sort  of  a  leader  of  him, 
encouraging  him  to  do  extra  work  in  the  way  of  invention,  and 
helping  to  teach  those  who  need  special  instruction. 

Here  is  another  pupil  who  is  naturally  dull  and  has  inherited 
no  tendency  towards  skillfulness.  It  would  be  impossible  for  him 
to  equal  the  other  in  his  work,  but  if  he  has  done  his  best  after 
having  been  shown  his  deficiencies  and  has  made  another  trial,  his 
work  should  be  accepted,  even  if  not  up  to  the  standard  of  excel- 
lence that  the  average  pupil  can  make. 


LECTURES  AND  REFERENCE  BOOKS. 

The  teacher's  work  should  by  no  means  be  confined  to  teaching 
.the  use  of  tools  and  making  models.  The  lectures  that  he  gives 
should  interest  his  pupils  in  the  study  of  the  history  of  tools,  and  the 
nature,  use  and  manufacture  of  metals.  This  will  lead  to  a  closer 
study  of  General  History,  Literature,  Geography,  Geology,  and 
Physics. 

He  should  be  able  to  refer  his  pupils  to  books  upon  these 
subjects,  and  in  class  have  them  relate  what  they  have  found.  Great 


SLOYD.  125 

care  should  be  taken  in  teaching  the  correct  positions  of  the  body 
while  handling  the  tools,  and  illustrating  how  the  body  is  developed 
by  right  exercises  and  injured  by  wrong  exercises. 

GENERAL  HINTS. 

Never  try  to  help  a  pupil  by  doing  his  work  for  him. 

A  period  of  two  hours  twice  a  week  will  keep  the  class  in- 
terested and  the  hand  will  not  forget  from  one  period  to  another. 

The  benches  and  tools  should  be  inspected  before  and  after  each 
lesson. 

The  models  should  be  given  to  those  who  have  made  them,  at 
the  close  of  the  school  year. 

Keep  plenty  of  good  surgeon's  plaster  and  bandages  on  hand, 
for  accidents  with  the  knife  are  likely  to  happen. 

AVhen  a  certain  degree  of  excellency  has  been  reached  by  the 
pupils,  let  them  ornament  some  of  the  later  models  with  appropriate 
designs  of  wood  carving.  Encourage  pupils  to  have  tools  and  a 
bench  of  their  own. 

The  best  way  to  proceed  with  the  work  is  to  have  the  pupils 
make  a  working  drawing  from  the  teacher's  model,  and  then  from 
that  drawing  make  his  model. 

A  good  way  to  examine  the  pupils  would  be  to  show  them  the 
new  exercise  that  is  contained  in  their  next  model  and  let  them  in- 
vent a  model  embodying  that  exercise,  making  the  working 
drawing  of  it  first ;  or  the  teacher  could  make  a  drawing  of  the  next 
model  and  have  the  pupil  work  from  it.  This  could  be  done  once 
or  twice  during  the  year. 


126  SLOYD. 

I, 

GLOVE,  MBNDE.R. 


FUUL  ace.. 
MODEL  No.  1.— GLOVE  MENDER. 

Prepare  for  the  class  pieces  of  wood  1"  wide,  and  8'  long 
sawed  from  a  7-8"  board.  On  one  of  the  1"  sides,  which  should  be 
marked  No.  1',  draw  a  line,  with  the  aid  of  a  ruler,  along  the  edge 
of  the  wood,  1-8"  from  the  side.  With  the  knife,  cut  this  side  down 
to  the  line  drawn,  making  it  square  to  No.  1.  Mark  this  side  No.  2. 
On  side  No.  2  draw  a  line  that  shall  be  9-16"  from  side  No.  1.  Cut 
to  this  line,  making  the  side  square  to  No.  2.  Mark  this  side 
No.  3.  On  side  No.  3  draw  a  line  that  shall  be  9-16"  from 
side  No.  2.  Cut  down  to  this  line,  making  the  side  square  to 
No.  3.  Mark  this  side  No.  4. 

With  the  use  of  the  tri-square  draw  a  line  around  the  stick 
1-2"  from  one  end.  Cut  off  the  end  of  the  stick  at  this  line 
making  the  end  square  to  all  the  side  faces.  Draw  a  line  around 
the  stick  6  1-16"  from  this  end.  Cut  off  the  stick  at  this  line, 
square  to  all  the  side  faces,  making  a  square  prism  9-16'  x  6  1-16". 
Draw  lines  around  the  stick  1-4"  from  one  of  the  ends  and  3-16" 
from  the  other  end,  and,  using  these  as  guide  lines,  draw  the  plan 
(omitting  the  curves)  upon  two  opposite  sides  of  the  wood.  Cut 
the  other  two  opposite  sides  down  to  the  lines  of  the  drawing,  then 


SLOYD. 


127 


draw  plan  upon  these  two  sides.  Cut  down  to  these  lines,  making 
a  frustrum  of  a  square  pyramid. 

Quadrisect  all  edges  of  both  ends  and  join  opposite  points 
except  the  middle  points.  Cut  all  corners  to  lines,  making  the 
frustrum  of  an  octagonal  pyramid.  Round  all  corners,  making  the 
frustrum  of  a  cone.  Draw  lines  around  the  stick  1-4"  from  the 
larger  end  and  3-16"  from  the  smaller  end.  Round  the  ends  accord- 
ing to  the  drawing. 

Finish  with  coarse  and  fine  sand-paper.  If  the  model  is  too 
long,  cut  from  the  smaller  end. 

2. 
SELELD  STICK. 


FUULSIZE. 


MODEL  No.  2.— SEED  STICK. 

Prepare  pieces  of  wood  1"  wide  and  10"  long,  sawed  from  a 
7-8"  board. 

Make  an  oblong  17-32  '  x  9  1-16",  using  the  plane  on  the  side 
faces  and  the  knife  on  the  end  faces,  following  the  same  rules  in 
lining,  cutting,  and  squaring  as  in  model  No.  1. 


128 


SLOYD. 


Draw  lines  around  the  stick  1-2"  from  one  end  and  3"  from 
the  other  end.  Draw  the  plan  upon  two  opposite  sides  of  the  stick. 
Cut  the  notches  with  a  knife,  and  also  to  the  oblique  lines. 

Place  the  stick  with  one  corner  uppermost  in  the  vice, 
bevel  the  four  longer  edges  with  the  plane ;  with  the  knife 
bevel  the  edges  on  the  oblique  sides  and  on  the  ends. 

By  wrapping  sand-paper  around  a  small  square  block  finish 
up  the  ends  first,  then  the  oblique  sides  and  then  the  remaining 
sides.  If  the  model  is  too  long,  cut  from  the  smaller  end. 

3, 

ROUND  FLDWER  STICK. 


FULL  SIZE. 


MODEL  No.  3.— ROUND  FLOWER  STICK. 

Prepare  pieces  of  wood  3-4"  wide  and  15"  long,  sawed  from  a 
7-8"  board. 

With  the  use  of  the  knife  and  proceding  as  in  model  Xo.  1  cut 
the  stick  to  an  oblong  7-16"  x  15". 

Draw  a  line  around  the  stick  1-4"  from  one  of  the  ends. 

Place  the  stick  horizontally  in  the  vice  and  with  the  cross-cut 
saw  cut  the  stick  off  1-16"  outside  this  line.  Square  the  end  with  a 
knife  up  to  this  line. 


SLOYD. 


129 
Cut  off 


Draw  a  line  around  the  stick  14  1-16"  from  the  end. 
the  end  at  this  line,  proceeding  as  with  the  other  end. 

Quadrisect  all  edges  of  both  ends  and  join  opposite  points. 

Cut  all  corners  to  lines  making  an  octagonal  prism.     Round  all 
corners,  making  a  cylinder. 

Draw  lines  around  the  stick  1-16"  from  one  end  and  1'  from  the 
other  end.     Kound  these  ends  according  to  the  drawing. 


LELTTELR  DPElNER. 


MODEL  No.  4.— LETTER  OPENER. 

Prepare  pieces  of  wood  1  1-4"  wide  by  9"  long,  sawed  from 
a  3-4"  board. 

Plane  to  an  oblong  7-16'  x  1  1-16"  x  9",  using  the  marking 
gauge  for  lines  instead  of  the  pencil  and  ruler. 

Cut  off  both  ends  as  in  the  preceding  models,  using  the  point  of 
the  knife  for  lines  instead  of  the  pencil,  making  an  oblong  7-16"  x  1 
1-16"  x  8  1-8". 


130  SLOYD. 

Draw  the  plan  upon  one  of  the  sides  of  the  stick.  Cut  off  end 
with  tenon-saw  up  to  1-16"  of  the  short  oblique  line.  Cut  with  knife 
up  to  this  line  and  to  remaining  lines. 

Place  the  elevation  drawing  upon  two  opposite  sides  of  the 
wood  and  cut  to  lines.  Model  with  knife  according  to  end  view, 
and  finish  with  sand-paper. 

5. 

SQUARE  FLOWER  STICK, 


FULL5IZEL. 
MODEL  No.  5.— SQUARE  FLOWER  STICK. 

Have  the  pupils  saw  from  a  7-8"  board  a  piece  3-4"  x  15".  Plane 
this  piece  to  an  oblong  13-32"  x  15".  Square  both  ends  with  sa\vand 
knife  making  an  oblong  13-32"  x  14  1-16". 

Draw  lines  around  the  stick  1-8"  from  one  end  and  1"  from  the 
other.  Place  stick  with  one  corner  uppermost  between  the  jaws  of 
the  vice  and  bevel  the  edges  with  the  plane. 

Cut  ends  with  knife  according  to  drawing  and  finish  with  sand- 
paper. 

In  all  succeeding  models  the  pupils  should  mark  off  and  saw 
their  own  lumber. 


SLOYD. 


131 


6. 

FILE.  HANDLE,, 


FULL  SIZE, 


MODEL  No.  6.— FILE  HANDLE. 

Cut  from  a  7-8"  board  a  piece  1"  x  1" '.  Plane  this  to  an  oblong 
13-16"  x  7".  With  the  use  of  the  tenon-saw  and  knife  cut  this  to  an 
oblong  13-16  "  x  5  1-lfi".  Draw  the  diagonals  on  one  end,  and  placing 
the  stick  in  a  vertical  position  in  the  vice,  bore  the  hole  with  a  pin-bit. 

Draw  the  plan  upon  two  opposite  sides  of  the  stick,  omitting 
the  curves.  Cut  with  the  knife  to  lines.  Proceed  in  the  same  way 
with  the  remaining  opposite  sides,  making  the  frustrum  of  a  square 
pyramid. 

Quadrisect  the  lines  that  are  1-4"  from  one  end  and  all  edges  of 
the  smaller  end.  Join  opposite  points  and  cut  to  lines,  making  the 
frustrum  of  an  octagonal  pyramid.  Proceed  with  the  rounding  as  in 
Model  No.  1.  Finish  with  file  and  sand-paper. 


SLOYD. 


KEY   LABE1U 


FULL  SIZE,, 


MODEL  No.  7.— KEY  LABEL. 

Cut  from  a.  l-'2"  board  a  piece  2  1-4  x  7 ",  and  from  this  prepare 
an  oblong  13-32  x  2  1-32'  x  (i  1-32". 

Draw  the  plan  upon  one  of  the  sides  of  the  wood.  Bore 
hole  with  auger-bit.  Cut  to  line  with  knife  and  finish  with  file  and 
sand-paper. 


SLOYT). 


8. 


133 


5TR  NG  WINDBR, 


FULL  SIZE., 

MODEL,  No.  8.— STRING  WINDER. 

Have  the  pupil  cut  from  a  1-2"  board  a  piece  4  1-8"  x  4  1-8". 
Plane  to  size  13-32"  x  4"  x  4".  Draw  a  line  through  the  middle 
of  this  piece  parallel  with  the  grain  of  the  wood.  With  the  centre 
of  this  line  for  a  centre,  draw  the  plan  upon  the  piece.  Cut  around 
with  the  turning-saw  to  within  1-16"  of  the  outside  the  line. 
Cut  with  the  knife  up  to  the  line.  Round  edges  with  the  knife 
according  to  drawing  and  finish  with  rile  and  sand-paper. 


134  SLOYD. 


9. 

ROUND  RULER 


} 


FULL  SIZE, 


MODEL  No.  9.— ROUND  RULER. 

Have  the  pupil  cut  from  a  7-8"  board  a  piece  1"  x  13"  and  from 
this  prepare  an  oblong  13-16"  x  13-16"  x  12  1-64".  Quadrisect  all 
edges  of  both  ends  and  join  opposite  points  except  middle  points. 
Plane  corners  to  lines  making  an  octagonal  prism.  Model  corners 
with  the  plane  making  a  cylinder.  Round  the  ends  with  knife 
according  to  drawing  and  finish  with  file  and  sand-paper. 


SLOYD. 


135 


IO. 

PAPER  KNIFE. 


MODEL  No.  10.— PAPER  KNIFE. 

Have  the  pupil  out  from  a  1-2"  board  a  piece  2"  x  11".  With  the 
use  of  axe,  plane,  tenon-saw  and  knife  prepare  an  oblong  9-32"  x  1 
9-16"  x  9  1-8'  .  Place  drawing  upon  one  of  the  sides  and  with  the 
use  of  tenon  and  turning-saws  cut  to  within  1-16"  of  the  line.  Cut 
with  the  knife  and  tile  up  to  lines.  Eound  and  sharpen  edges 


according  to   draw  in  < 


Finish  with   file,   scraper  and  sand-paper. 


136 


SLOYD. 


SLOYD. 


137 


PULL  SIZE. 


MODEL  No.  11.— HONE. 

Have  the  pupil  cut  from  a  3-4"  board  a  piece  1  3-4"  x  16". 
Prepare  from  this  an  oblong  9-16"  x  1  9-16"  x  15  1-16".  Draw  plan 
upon  two  opposite  sides  of  wood.  Mark  off  for  the  1-4"  thickness 
with  marking-gauge,  and  with  tenon-saw  cut  down  to  these  lines 
within  1-16"  of  the  handle.  With  the  use  of  the  smoothing-plane, 
and  chisel  cut  away  down  to  the  lines.  Cut  around  the  lines  of 
handle  within  1-16"  of  the  line  with  the  turning-saw.  Round  and 
bevel  edges  with  knife  and  tile  according  to  drawing,  and  finish  with 
sand-paper. 


138 


SLOYD. 


L.EMDN  SQUEEZER, 


SLOYD.  139 


MODEL  No.  12.—  LEMON  SQUEEZER. 

Have  the  pupil  cut  from  a  1  3-8 "  plank  an  oblong  21"  x  2  3-4". 
Prepare  from  this  two  oblongs  1  5-16"  x  2  9-16"  x  10  1-8"  using 
smoothing-plane  on  ends.  Draw  the  plan  upon  opposite  sides  of 
wood,  and  with  the  tenon  and  turning-saws  cut  \vithin  1-16"  of  the 
line.  Cut  up  to  line  with  chisel,  gouge  and  file.  Make  free  hand 
drawing  of  handle  upon  opposite  sides  of  the  handle.  Cut  within 
1-16"  of  lines  with  turning-saw.  Cut  up  to  lines  with  chisel,  gouge, 
and  tile.  Model  handle  with  knife  and  spoke-shave.  Draw  the 
oblique  lines  according  to  plan,  and  cut  to  lines  with  smoothing 
plane.  Hollow^  out  with  gouge  ;  bore  holes  with  pin-bit. 

Cut  from  a  7-8"  board  a  piece  2"  square.  Draw  a  1  3-4"  circle 
upon  one  of  the  sides.  Cut  around  circle  with  chisel,  making  a 
cylinder.  Fasten  cylinder  to  a  piece  of  1-2"  board  in  the  vice  and 
with  chisel  model  a  hemisphere.  Fasten  this  hemisphere  in  place 
by  means  of  glue  and  a  1-4"  dowel.  Bevel  edges  with  plane  and 
knife.  Finish  with  sand-paper  and  join  together  with  a  hinge. 


140 


SLOYD. 


13. 

PELN  TRAY, 


«^L 


FULL  SIZE, 


MODEL  No.  13.— PEN    TRAY. 

Have  the  pupil  cut  from  :i  7-8  board  a  piece  9  1-2"  x  2  o-4". 
Prepare  from  this  an  oblong  13-lfi"  x  2  (,>-l()  x  9  1-32  ,  using  block- 
plane  on  ends.  Transfer  plan  and  elevation  drawing  to  board. 
Hollow  with  ii'ouii'e.  Finish  bevel  with  plane.  Finish  remaining 
parts  with  sand-paper. 


SLOYD. 


141 


14, 

CUTTING  BDARG, 


HALF  SIZE: 


MODEL  No.  14.  — CUTTING  BOARD. 

Cut  from  a  7-s  hoard  apiece  10  1-S"  x  1")  1-2".  Prepare  from 
tliis  an  oblong  <i-l  (>  x  10  1-lfi"  15  1-16".  Place  drawing  upon 
the  board,  and  bore  hole  with  auger  bit. 

Cut  around  linos  with  turning-saw.  Cut  to  line*  with  chisel 
and  file. 

Finish  broad  surface  with  smoothing  plane  ;  finish  edges  with 
sand-paper. 


142 


SLOYD. 


15 
FLDWE1R  PDT  REST 


FULL  SIZE 


SLOYD.  143 


MODEL  No.  15.— FLOWER  POT  REST. 

Cut  from  a  1-2"  board  a  piece  1  1-4"  x  11".  Plane  to  a  width  of 
17-32",  to  a  thickness  of  13-32".  Cut  this  cross-wise  into  two  equal 
parts.  Place  these  two  together  and  considering  both  as  one,  cut  to 
an  oblong  5  1-32".  Draw  the  plan  upon  opposite  sides.  Place 
pieces  carefully  together  in  the  vice  and  cut  to  the  line  with  saw, 
chisel,  knife,  and  file.  Finish  with  sand-paper. 


144 


SLOYI). 


SLOYD.  145 


MODEL  No.  16.— A  SUGAR  SCOOP. 

Cut  from  a  2"  plank  a  piece  3"  x  10".  Prepare  from  this  an 
oblong  1  13-1(5"  x  2  13-lfi"  x  9  9-16".  Draw  plan  upon  two  opposite 
sides  of  wood.  Cut  around  with  splitting  and  turning-saw.  Cut  to 
lines  with  chisel,  gouge,  smoothing-plane  and  tiles.  Place  elevation 
drawing  upon  two  opposite  sides.  Cut  around  lines,  excepting 
handles,  with  splitting-saw.  Cut  to  lines  with  smoothing-plane  and 
chisel.  Transfer  again  plan  drawing.  Hollow  with  gouge,  using 
mallet.  Cut  around  handle  with  turning  saw.  Model  bowl  with 
draw-knife.  Cut  to  lines  on  handle  with  knife.  Model  handle  with 
knife,  and  finish  with  file  and  sand-paper. 


146 


SLOYD. 


17, 
CLOTHES  HANDER, 


¥ 


HALF  SIZH~ 


SLOYD.  147 


MODEL  No.  17.— CLOTHES  HANGER. 

For  back  piece  prepare  from  a  7-8"  board  an  oblong  13-16"  x  3 
9-16"  x  16  1-16".  Transfer  plan  drawing.  Bore  holes  with  auger  bit. 
Cut  around  lines  with  tenon  and  turning-saws.  Cut  to  lines  with 
chisel,  knife  and  file.  Bevel  edges  with  plane,  knife  and  file. 
Finish  surfaces  with  sand-paper,  except  under  surface. 

For  pins  prepare  from  a  7-8"  board  a  piece  V  x  13".  Prepare 
from  this  three  oblongs  25-32"  x  25-32"  x  4  1-16".  Transfer  plan 
drawing  upon  opposite  sides  of  these.  Cut  around  lines  with  back- 
saw  ;  cut  to  lines  with  chisel,  knife,  and  file. 

Finish  with  sand-paper  excepting  dowels.  Fasten  pins  to  back 
board  with  glue  and  wedges.  Finish  under  surface  with  smoothing- 
plane  when  dry. 


148 


SLOYD. 


IT 
tiJ 

Z 


I 
1/3 

D 


SLOY1).  149 


MODEL  No.  18.— DISH  DRAINER. 

For  slats  prepare  from  a  7-8 "  board  an  oblong  25-32"  x  A"  x  18 
1-32".  With  marking  gauge,  beginning  at  one  of  the  long  edges,  mark 
off  1-4"  spaces  upon  top  and  bottom  surfaces.  Mark  first  space  1 ,  third 
space  2,  and  fifth  space  3  and  so  on  across  the  board.  Cut  between 
these  spaces  with  splitting-saw.  Cut  to  lines  with  jack-plane  making 
five  slats.  Finish  with  sand-paper. 

For  the  rests,  prepare  from  a  7-8"  board  three  oblongs  25-32"  x  1 
5-32"  x  4  25-32".  Draw  plan  upon  these  pieces.  Cut  around 
lines  with  hack-saw.  Cut  to  lines  with  knife  and  file.  Finish  with 
sand-paper.  Xa.il  together  with  1"  wire  brads.  Sink  nails  with  nail- 
set.  Level  up  top  surface  with  smoothing-plane  and  finish  with  sand- 
paper. 


150 


SLOYD. 


SLOYD.  151 


MODEL  No.  19.— TOWEL  ROLLER. 

For  roller  prepare  an  oblong  1  5-16'  x  1  5-16"  x  15  3-4".  Draw 
diagonals  on  both  ends.  Quadrisect  all  edges  on  both  ends  and  join 
opposite  points  excepting  middle  points.  Plane  corners  to  lines 
making  an  octagonal  prism.  Model  with  plane  to  a  cylinder. 
Finish  cylinder  with  file  and  sand-paper.  From  the  center  of  both 
ends  draw  3-4"  circle.  Set  off  ends  with  marking  gauge.  Cut  around 
lines  with  tenon-saw  ;  cut  to  lines  with  knife  and  tile.  Finish  with 
sand-paper. 

For  back  board  prepare  an  oblong  according  to  drawing. 

For  brackets  prepare  two  oblongs  13-16"  x  3  9-16"  x  6  1-16". 
Place  these  together  as  one  piece.  Draw  plan  upon  opposite 
sides  of  wood.  Saw  around  lines  with  turning-saw.  Cut  to  lines 
with  chisel,  gouge,  and  file.  Finish  edges  with  sand-paper. 

Bore  holes  with  auger-bit ;  cut  slot  with  chisel ;  finish  with 
sand-paper.  Nail  and  screw  together,  using  1  1-2"  brads  and  3-4" 
screws. 


152 


SLOYD. 


O 
CM 


U 
< 

IT 


Z 

n 

CL 


SLOY1). 


MODEL  No.  20.  — SPONGE  RACK. 

For  slats  prepare  an  oblong  25-32"  x  4  x  12  1-3:?".  Proceed 
with  the  making  of  slats  as  in  Model  No.  IS. 

For  ends  prepare  two  oblongs  13-32  '  x  4  1-32"  x  4  1-32".  Place 
them  together  as  one  piece.  Transfer  plan  drawing  upon  opposite 
sides,  and  bore  holes  with  auger-bit ;  cut  around  lines  with  turning- 
saw  :  cut  to  lines  with  smoothing-plane,  knife  and  rile  ;  finish  with 
sand-paper. 

For  back  board  prepare  an  oblong  9-32"  x  S  1-10"  x  12  1-32". 
Transfer  plan  drawing  upon  one  side  ;  bore  holes  with  auger-bit ;  cut 
around  lines  with  turning-saw  ;  cut  to  lines  with  knife  and  file  ;  finish 
with  sand-paper. 

Nail  together  with  1"  brads ;  set  nails ;  level  up  slats  with 
smoothing-plane  ;  finish  with  sand-paper. 


154 


SLOYD. 


EC 


J 
ID 


SLOYD.  155 


MODEL  No.  21.  — BLOTTER. 

Prepare  for  base  board  an  oblong  5-8"  x  5  l-8;/  x  9  1-16".  Draw 
plan  for  notch,  marking  over  lines  with  knife  ;  cut  around  lines 
with  tenon-saw  ;  cut  to  lines  with  1-2"  chisel ;  make  a  wedge  1-2" 
thick  and  10"  long  to  fit  notch  ;  spread  glue  upon  wedge  and  in  notch  ; 
drive  together  with  mallet ;  finish  ends  of  wedge  with  smoothing- 
plane  ;  finish  under  surface  of  base  board  and  wedge  with  smoothing- 
plane  ;  plane  base  board  to  a  thickness  of  17-32";  draw  plan  upon 
opposite  sides  of  oblong  ;  cut  to  lines  with  chisel  and  file  ;  bevel  edges 
with  chisel  and  file  ;  finish  with  sand-paper. 

For  handle,  prepare  an  oblong  13-16"  x  13-16"  x  5  9-16".  Place 
hexagon  upon  ends  ;  plane  sides  to  end  lines  ;  making  a  hexagonal 
prism  ;  set  oft*  and  shape  ends  according  to  drawing  ;  finish  with  sand- 
paper, and  screw  together. 


156 


SLOYD. 


22. 

NAIL  BD.X 


^^^^^ 

\ 

V 

• 

i 

^ 

"4 

- 

$$^$^$$$^^ 

s 

J* 

r  '"• 

9- 

.. 

f 

'a, 

S'" 

* 

HALF  SIZE. 


SLOYD. 


MODEL  No.  22.  — NAIL  BOX. 

Prepare  oblongs  for  box  according  to  drawing,  finishing  edges 
with  a  jack-plane  with  the  help  of  a  shooting-board ;  finish  inside 
surfaces  with  sand-paper.  Nail  together  with  11-4'  brads;  set  nails 
and  finish  outside  surfaces  with  snioothing-plane  and  sand-paper. 


158 


SLOYD. 


SLOYD.  159 


MODEL  No.  23.— STIRRING  SPOON. 

Prepare  an  oblong  1  7-8"  x  3  3-4"  x  15  1-2".  Draw  plan  upon 
opposite  sides  of  wood  ;  cut  around  lines  with  splitting  and  turning- 
saws  ;  cut  to  lines  with  chisel,  gouge  and  file  :  transfer  elevation 
drawing  upon  opppside  sides ;  cut  around  top  line  of  bowl  with 
splitting-saw  ;  cut  to  line  with  smoothing-plane  and  chisel ;  hollow 
with  gouge  ;  finish  hollowing  with  sand-paper ;  model  bowl  with 
draw-knife  ;  cut  around  lines  of  handle  with  turning-saw ;  cut  to 
lines  with  chisel,  gouge  and  file  ;  finish  with  sand-paper. 


160 


SLOYD. 


24, 
TABLE  MAT 


SLOYD. 


MODEL,  No.  24.— TABLE  MAT. 

Prepare  oblongs  5-6"  x  1  1-4"  x  12"  except  two  side  oblongs  which 
should  be  made  1  3-8"  in  width.  Glue  joints  ;  clamp  in  bench  ;  make 
and  fit  wedge,  and  when  dry  plane  wedge  and  sides  as  in  Model 
No.  21. 

Gauge  thickness,  and  plane  to  line  ;  bevel  edges  with  smoothing- 
plane  ;  finish  with  file  and  sand-paper. 


CDAT  HANGER, 


r.    A.R.  4 


n 


HALF  SIZE. 


MODEL  No.  25.  — COAT  HANGER. 

Prepare  an  oblong  1  1-16"  x  2  5-16"  x  15  17-32"  ;  draw  elevation 
upon  two  opposite  sides  of  oblong ;  cut  to  convex  lines  with  spoke- 
shave  ;  cut  to  concave  lines  with  round  plane.  Transfer  plan  draw- 
ing upon  two  opposite  sides ;  cut  to  lines  with  smoothing-plane  ; 
model  top  surface  with  spoke-shave  ;  bevel  ends  with  knife  ;  bore 
holes  with  auger  and  pin-bit ;  bend  hook  with  square  and  round- 
nosed  pliers  ;  insert  dowel  with  glue  ;  finish  with  file  and  sand-paper. 


SLOYD. 


163 


26. 
RULER 


FULL  SIZE 


MODEL  No.  26. —  RULER. 

Prepare  an  oblong  9-32"  x  2  1-32"  x  15  1-32".  Transfer  to 
model,  plan  drawing  and  elevation  drawing.  Plane  to  lines  ;  finish 
with  sand-paper. 


164 


SLOYD. 


SLOYD.  165 


MODEL  No.  27.— BILL  HOLDER. 

Prepare  an  oblong  for  base  board  25-32"  x  6  1-16"  x  9  5-16". 
Transfer  plan  drawing  upon  opposite  sides  :  cut  around  lines  with 
splitting-  and  turning-saws  ;  cut  to  lines  with  chisel  and  file  ;  bevel 
edges  with  chisel  and  file  ;  finish  with  sand-paper. 

Prepare  a  piece  for  top  board  25-32"  x  4  1-16  x  5  1-16" ;  pre- 
pare notch  as  in  Model  No.  24  ;  prepare  for  middle  rest  a  piece 
25-32"  x  1  9-16"  x5";  prepare  this  piece  for  notch ;  glue  together. 
Transfer  drawing  on  top  board  ;  cut  around  lines  with  turning  saw  ; 
cut  to  lines  with  chisel,  block-plane  and  file.  Transfer  elevation 
drawing  to  both ;  cut  to  lines  with  block  plane ;  finish  with  sand- 
paper ;  join  this  to  base  board  with  hinges  ;  insert  dowels  for  springs. 

To  make  spring,  wind  three  feet  of  1-16"  brass  wire  around  a 
3-8"  iron  rod.  Place  spring  over  dowels. 


166 


SLOYD. 


CO 


u 


BDDK 


t^L 


1_J 


«*  s 


^ 


SLOYD.  167 


MODEL  No.  28.  — BOOK  RACK. 

For  end  pieces  prepare  two  oblongs  9-16''  x  4  1-16;  x  5  1-16". 
For  pieces  that  are  dove-tailed  to  end  pieces  prepare  oblongs 
9-16"  x  2  3-4"  x  5  1-16".  Set  off  tongue  for  groove  with  marking- 
gauge  ;  cut  to  lines  with  chisel. 

Transfer  drawing  for  dove-tail,  marking  over  lines  with  point  of 
knife,  using  the  bevel-gauge.  Cut  around  2ines  with  tenon-saw  ; 
finish  with  chisel  and  knife. 

Transfer  drawing  upon  end  pieces,  cut  around  lines  with 
turning-saw,  cut  to  lines  with  chisel,  gauge,  and  file  ;  cut  to  lines  of 
dove-tail  with  knife,  using  bevel-gauge  ;  cut  around  lines  with  tenon- 
saw  ;  cut  to  lines  with  chisel  and  knife  and  fit  to  other  pieces  ;  glue 
joints,  using  mallet  for  driving  together. 

Finish  with  smoothing-plane  and  sand-paper.  Prepare  pieces 
for  runs  according  to  drawing  ;  set  off  grooves  with  marking  gauge  ; 
cut  to  lines  with  1-8"  chisel. 

Prepare  cross-pieces  according  to  drawing ;  finish  with  sand- 
paper ;  glue  and  nail  together,  using  3-8"  brads. 


168 


SLOYD. 


SLUYD.  169 


MODEL  No.  39.— MAIL  BOX. 

Prepare  back  board  according  to  drawing.  Prepare  oblongs 
for  sides  and  front  piece,  allowing  1-16"  in  all  dimensions. 

Prepare  dove-tailed  joints  as  in  model  No.  28.  Glue  together 
dove-tailed  joints.  Finish  inside  faces  with  sand-paper.  Finish 
outside  faces  with  smoothing-plane  and  sand-paper. 

Prepare  bottom  piece  and  insert  it  with  brads  and  glue. 

Glue,  nail  and  clamp  all  to  back  board. 

Prepare  cover,  making  opening  with  auger  bit,  chisel,  and  file ; 
join  cover  with  hinges  to  back  board. 

Finish  with  sand-paper. 


170 


SLOYD. 


30. 
FULL-ELY  BL-DCK. 


PULL  SIZE.. 


SLOYD.  171 


MODEL  No.  30.— PULLEY  BLOCK. 

Prepare  oblong  for  block ;  make  opening  with  auger  bit,  chisel, 
and  file,  working  from  both  sides  ;  curve  ends,  according  to  drawing, 
with  spoke-shave  and  file.  Finish  with  sand-paper. 

Prepare  cylinder  for  wheel  according  to  drawing ;  bore  hole  for 
spindle  ;  hollow  with  gouge  and  rat-tail  file  ;  finish  with  sand-paper. 

Prepare  spindle,  insert  it  in  block  and  wheel,  placing  glue  upon 
that  part  which  extends  through  the  wheel. 

Finish  ends  of  spindle  with  knife  and  sand-paper. 


172 


SLOYD. 


31, 
KNIFE  BDX 


¥=^ 


HALF  SIZE., 


173  SLOYD. 


MODEL  No.  31.  — KNIFE  BOX. 

Prepare  sides  and  end  pieces ;  prepare  end  pieces  for  housing ; 
finish  inside  surfaces  with  sand-paper ;  dove-tail  and  glue  together; 
finish  outside  surfaces  with  smoothing-plane  and  sand-paper. 

Prepare  middle  piece  and  insert  it  with  glue  into  end  pieces. 

Make  bottom  piece  and  fasten  it  with  glue  and  brads  to  sides 
and  ends.  Finish  with  sand-paper. 


174 


SLOYD. 


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SLOYD. 


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176 


SLOYD. 


34. 

SET  SQUARE,, 


PULL  SIZE. 


# 


SIX)  YD.  177 


MODEL  No.  34.  — SET  SQUARE. 

Prepare  oblong  ;  bore  hole  with  auger-bit ;  transfer  plan  drawing ; 
cut  to  lines  with  smoothing-plane. 

Transfer  elevation  drawing  ;  bevel  edge  with  smoothing-plane  ; 
finish  with  sand-paper. 


178 


SLOYD. 


35, 

PHOTOGRAPH 
FRAME: 


HALF  SIZE! 


SLOYD.  179 


MODEL  No.  35.  — PHOTOGRAPH  FRAME. 

Prepare  oblongs  for  front  and  sides  ;  transfer  drawings ;  cut 
around  outside  with  turning-saw  ;  cut  around  openings  with  key-hole 
saw  ;  cut  to  lines  with  chisel,  gouge  and  file.  Finish  with  sand- 
paper. 

Prepare  grooving  according;  to  drawing  :  glue  together  ;  finish  ends 
of  glued  joints  with  knife  and  sand  paper. 


180 


SLOYD. 


K 


36, 
TRY  SQUARE 


HALF  SIZE*. 


SLOYD.  181 


MODEL  No.  36.— TRY-SQUARE. 

Prepare  oblongs  Recordings  to  drawings  ;  set  off  slotting  with 
marking-gauge  ;  cut  around  lines  with  tenon-saw  ;  cut  to  lines  with 
1-8"  and  1-2"  chisel.  Glue  together  using  clamp ;  bore  hole  with 
auger-bit.  Finish  with  sand-paper. 


182 


SLt)YD. 


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SLOYD.  183 


MODEL  No.  37.  — SILVER  BOX. 

Prepare  bottom  and  cover  according  to  drawing ;  finish  with 
sand-paper.  Prepare  sides  and  ends  for  dove-tailing ;  allowing 
1-1 6"  in  all  dimensions;  make  dove-tail  joints  and  glue  together; 
finish  sides  as  in  No.  31  ;  glue  and  nail  sides  to  bottom  piece. 

Prepare  pieces  for  mitring  ;  cut  and  fit  niitred-joints  ;  nail  and 
glue  to  box  ;  finish  with  sand-paper. 

Attach  cover  to  box  with  hinges. 


184 


SLOYD. 


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SLOYD.  185 


MODEL  No.  38.  — MARKING  GAUGE. 

Prepare  piece  for  mortising ;  set  off  mortice  with  marking- 
gauge  ;  make  mortice  with  1-4 "  auger-bit  and  1-4''  and  1-2"  chisel. 

Prepare  piece  containing  the  screw  and  insert  the  screw ; 
sharpen  screw  point  with  saw-file  ;  make  and  fit  keys. 

Finish  with  sand-paper. 


186 


SLOYD. 


SLOYD.  187 


MODEL  No.  39.  — WALL  BRACKET. 

Prepare  back  board  according  to  drawing.  Prepare  shelf  and 
brackets,  using  1-4"  gouge  and  1"  chisel  on  edges  of  shelf  and  the 
parting-tool  for  graving  on  brackets  ;  finish  with  sand-paper. 

Prepare  and  fit  notched  dove-tail,  inserting  with  glue. 

Fasten  shelf  and  bracket  to  back  boards  with  screws. 


188 


SLOYD. 


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SLOYD.  189 


MODEL,  No.  40.  — COMB  AND  BRUSH  CASE. 

Make  back  and  front  board  according  to  drawing. 
Prepare,  fit,  and  glue  dove-tailed  joints.     Finish  outside  with 
smoothing-plane  and  sand-paper. 
Nail,  glue  and  clamp  to  back. 


190 


SLOYD. 

A\ 
BUREAU  TRAY 


HALF  SIZE., 


SLOYD.  191 


MODEL  No.  41.  — BUREAU  TRAY. 

Make  bottom  hoard  according  to  drawing  and  finish  with  sand- 
paper. 

Prepare  side  pieces. 

Make,  glue  and  finish  dove-tailed  joints.  Finish  outside  surfaces 
with  block-plane  and  sand-paper.  Glue  and  clamp  sides  to  back. 


192 


SLOYD. 


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SLOYD.  193 


MODEL  No.  42.  — OTTOMAN. 

Prepare  oblongs  for  legs.  Set  off  mortice  in  legs  ;  make  mortice 
with  1-4"  auger-bit  and  1-4"  and  V  chisel ;  bevel  and  chamfer  legs. 

Prepare  side  pieces  ;  set  off  tenon  with  marking-gauge  ;  make 
tenon  with  tenon-saw  and  1"  chisel ;  make  mortice  in  side  pieces  for 
mortice-blocking  ;  fit,  glue  and  clamp  together  mortice  and  tenon- 
joints. 

Prepare  top  piece  ;  glue  top  piece  to  sides  and  legs  with  common 
blocking  and  mortice  and  tenon-blocking. 


194 


SLOYD. 


SLUYD.  '195 


MODEL  No.  43. -CABINET. 

Prepare  base  board,  side  pieces,  upper  shelf,  and  partition  ;  do 
graving  on  side  pieces  ;  glue  and  screw  together  base  board,  side 
pieces,  partition  and  upper  shelf.  Make  and  fit  back.  Glue  and 
screw  back  in  place. 

Prepare  pieces  for  doors ;  make  half-lap  joint  for  doors,  using 
marking  gauge,  tenon-saw  and  I"  chisel. 

Glue  and  clamp  together  half-lap  joints  ;  finish  surfaces  with 
smoothing-plane.  Do  rebating  with  1-4"  chisel. 

Make,  fit,  and  glue  panels  in  doors.       Hang  doors  with  hinges. 

Fit  locks  ;  make  and  fit  ornamental  pieces  above  and  below  ; 
glue  and  nail  them  in  place.  Finish  with  sand-paper. 


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Sawing  oft'. 
Gauging. 
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Boring  with  anger-bit. 

Convex  sawing. 
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Long  edge  planing. 
Halving. 

Obliiiue  sawing. 
Doweling,  wedging. 
Nailing,  Nail  sinking. 
Screwing  together. 

Dovetail  clamping, 
chiseling,  oblique  c 
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Jointing,  Cross  planing 
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198 


SLOYD. 


SERIES  No.  5. 


The  different  kinds  of  work  embodied  in  this  series  of  models, — 
namely  advanced  Cabinet  work,  Wood-carving,  Staining,  Varnishing, 
Designing,  Drawing, —  and  the  success  that  has  accompanied  the 
experiment,  help,  in  a  great  degree  to  solve  the  problem  as  to  how 
Manual  Training  should  be  taught  so  as  to  place  it  on  a  practical 
and  an  educational  basis. 

A  pupil  at  the  lathe,  finds  the  work  much  different  from  what 
has  gone  before,  he  not  only  holds  and  guides  the  tools.;  but  the 
material  with  a  mighty  power  behind  it,  is  driven  at  a  speed  of  three 
thousand  revolutions  a  minute  against  him,  and  he  sees  and  feels 
that  bodily  harm  may  result,  if  care  is  not  taken  in  the 
manipulation  of  the  tools.  He  soon  finds  that  it  takes  courage  as 
well  as  skill  to  be  able  to  do  good  work  in  turning. 

THE  EQUIPMENT. 

The  equipment  for  the  room  is  as  follows  :  A  five-horse-power 
electric  motor  or  steam  engine,  six  first-class  speed  lathes,  twelve 
benches,  such  as  were  used  in  the  preceding  work ;  one  wood 
carving  bench  extending  the  length  of  the  room,  and  a  full  equip- 
ment of  tools,  with  oils,  shellac,  varnishes  and  stains.  With  this 
equipment  a  class  of  twenty-five  may  be  taught,  if  the  models  are  so 
arranged  as  to  embody  the  different  kinds  of  work  named  above. 

199 


200 


SLOYD. 


or 


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SLOYD.  201 


MODEL  No.  1.  —  TOOL   HOLDER. 

New  Exercise:  —  Making  cylinder. 

Tools: — Roughing  gouge,  smoothing  chisel,  parting-tool. 
Wood: — Whitewood,  oiled  and  shellaced. 


NOTE  :  —  All  staining,  oiling  or  shellacing  on  turning  should  be  done 
on  the  lathe.  The  roughing-gouge  is  used  in  preparing  all  work  for  the 
other  tools,  and  the  parting-tool  is  used  on  ends  before  the  tool  for  finishing. 


202 


SLOYD. 


2*. 

—  GIMLET  HANDLE— 


FULL   SIZE, 


SLOYD.  2U3 


MODEL  No.  2.  — GIMLET  HANDLE. 

New  Exercise:  —  Tapering. 

Too>:—  1-2 "  Chisel. 

Wood:  —  Cherry,  oiled  and  shellaced. 


204 


SLOYD. 


FILE:  HANDLE:-— 

FULL  SIZE 


SLOYD.  205 


MODEL  No.  3.  — TOOL  HANDLE. 

JV~e?f  Exercise : — Rounding  end  and  Jilting  ferule. 

Tool:—  1-2"  Chisel. 

Wood:  —  Maple,  oiled  and  shellaced. 


206 


SLOYD. 
4, 

BRIC-A-BRAC, 

DUARTE.R  SIZE-. 


SLOYD.  207 

MODEL  No.  4.  — BRIC-A-BRAC  STAND. 

PIECE  No.   1. 

New  Exercise:  —  Making  step  cylinder. 
Tool:  — 1-2"  Chisel. 
Wood: — Whitewood,  oiled,  stained  black-walnut,  and  shellaced. 

PIECE  No.   2. 

New  Exercise: — Concave  curves. 
Tools:  —  Gouge  and  chisel. 
Wood:  —  Same  as  No.  1. 

PIECE  No.  3. 

New  Exercise:  —  Reverse  curves. 
Tools  :  —  Gouge  and  chisel. 
Wood:  —  Same  as  No.  1. 

PIECE  No.  4. 

New  Exercise:  —  Short  concave  curves. 
Tools:  —  Gouge  and  chisel. 
Wood :  —  Same  as  No .  1 . 

PIECE  No.   5. 

New  Exercise: — Cutting  down  to  45° 
Tools: — Chisel  and  parting-tool. 
Wood :  —  Same  as  No.  1 . 

SHELVES. 

New  Exercise :  —  Carving. 
Tool:  —  Skew-chisel. 

Wood:  —  Same  as  No.  1.   with  a  coat  of  varnish  rubbed  down 
with  pummice  stone  and  oil. 


208 


SLOYD.  209 


MODEL  No.  5.— TOWEL   RACK. 

New  Exercise: — Making  convex,  elliptical  curves. 

Tools:  —  Parting-tool,  1-2"  chisel. 

Tool  for  carving :  —  Skew-chisel. 

Wood:  — Whitewood,  stained  and  finished  as  in  No.  4. 


210 


SLOYD. 


SLOYD.  211 


MODEL  No.  6.  — WINDOW  BOX. 

New  Exercise:  —  Semi-circular  concave  curves. 

Tool:  —  1-2"  Gouge. 

Tools  for  carving;  — Parting-tool  and  skew-chisel,  3-8"  gouge; 

Wood: — Whitowood,  oiled  and  shellaced. 


212 


SLOYD. 


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SLOYD. 


SLOYD. 


MODEL  No.  16.  — BOOK  SHELVES. 

New  Exercises: — Cutting  down  in  short  reverse  curves. 

Tool:  — 1-4"  Gouge. 

Tools    for    carving: —    Parting-tool,     3-8''    gougo,     1-4"    flat 
gouge,  1-2"  flat  gouge,  1-8"  gouge,  back-ground  tool. 

Wood:  —  White  wood,  antique  stained  and  finished  as  in  No.  4. 


222 


SLOYI). 


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SLOYD. 


223 


224 


SLOYD.  225 


MODEL,  No.  18.  — PAPER  RACK. 

New  Exercise :  —  Beading. 

Tool:  —  1-4'  Chisel. 

Tools  for  carving:  —  Same  as  in  No.  15. 


226 


SLOYD. 


SLOYD.  227 


MODEL  No.  19.  — BREAD  BOARD. 

New  Exercise  in   Carving: — Hollowing. 

Tool :  —  1-4"  flat  gouge,  1-8"  gouge,  and  same  as  in  No.  15. 
Wood:  —  Gum  wood. 


228 


SLOYD. 


20. 

BILL    FILE,— 

—   PULL.    SIZE,— 


SLOYD.  229 


MODEL  No.  20.  —  BILL  FILE. 

New  Exercise: —  Chuck-Turning. 

Tool:  —  Chisel  and  round-nosed  tool. 
Wood:  —  Gum  wood,  oiled  and  shellaced. 


230 


SLOYD. 


21. 

PULLEY    WHELELUr- 

—  FULL  SIZE: — 


MODEL  No.  21.— PULLEY  BLOCK. 

New  Exercise: — Making  and  fitting  box-chuck  tojurning. 
Tooh: — Round-nosed  tool,  gou<re  and  chisel. 
Wood:  —  Whitewood,  oiled  and  shellaced. 


SLOYD. 


231. 


BLDTTELR 

FUL-L  SIZE., 


MODEL  No.  22.  —BLOTTER. 

No  -New  Exercise 
Wood:  —  Gum  wood,  oiled  and  shellaced. 


232 


SLOYD. 


SLOYD. 


233 


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SLOYD. 


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SLOYD.  235 


MODEL  No.  25.— INK  STAND. 

No  New  Exercise. 
Wood:  —  Gum  wood,  oiled  and  shellaced. 


236 


SLOYD. 


SLOYD.  237 


MODEL  No.  26.  — EASEL. 

Test  Model. 
Wood:  —  Gum  wood,  oiled  and  shellaced. 


238 


SLOYD. 


27. 

PDWDE1R   BDX    &XDVE1R 

—  FULL,   SIZE,- 


SLOYD.  239 


MODEL  No.  27.  — POWDER  BOX. 

New  Exercise :  —  Fitting 
Wood: — Black  walnut,  oiled  and  shellaced. 


240 


SLOYD. 


28. 
NAPKIN    RINGr- 


—     FUL.U    SIZE  — 


v    MODEL  No.  28.  — NAPKIN  RING. 

New  Exercise:  —  Boring  and  fitting  to  cylinder  for  turning. 
Wood: — Different  kinds  glued  together,  oiled  and  shellaced. 


SLOYD.  241 


MODEL,  No.  39.  — BUTTER  STAMP. 

JVb  New  Exercise. 
Wood :  —  White  wood. 


242 


SLOYD. 


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SERIES  VI.,   FORGING. 


SERIES  No.  6. 


FORGING. 

The  work  in  forging  naturally  follows  the  working  in  wood. 
It  may  also,  be  coexistant  with  it  in  the  shape  of  pattern  making, 
which  should  be  preceded  by  instruction  in  moulding.  The  work 
with  the  forge  is  much  different  from  anything  that  has  gone  before, 
except  clay  modelling.  No  better  place  is  afforded  the  pupil  for 
testing  his  eye,  sense  of  form,  his  judgment  of  dimension,  quantity, 
skill  of  hand,  etc. 

It  is  hard  and  often  discouraging  work  but  at  the  same  time 
fascinating  and  highly  educating.  Here  a  change  is  made  in  regard 
to  drawing.  In  the  previous  Avork  the  pupils  have  worked  from 
their  own  drawings  made  from  the  study  of  the  model ;  but  now 
they  are  to  make  models  from  the  study  of  prepared  drawings. 


243 


244 


SLOYD. 


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SLOYD.  245 


MODEL  No.  1.  — HAMMER  EXERCISE. 

Take  5"  of  3-4"  round  iron.  Heat  and  draw  down  to  1-2"  sq., 
tapering  and  pointing  ends  as  shown  in  drawing,  making  wedge  end 
first.  Care  should  be  taken  not  to  burn  iron  in  making  pointed  end. 


MODEL  No.  2.  — BENDING  EXERCISE. 

Take  5"  of  1-2"  sq.  iron.  Mark  off  from  one  end  1  3-4"  with 
prick  punch.  Heat  shoulder  over  round  corner  and  draw  out  to 
3-16"  x  1-2"  x  3  1-8".  Heat  and  bend  eye  over  horn.  Heat  and 
point  the  other  end. 


246 


SLOYD. 


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SLOYD.  247 

MODEL  No.  3.  -  ROUND  RING. 

Exercise: —  Bending. 

Take  7  1-4"  of  3-8"  round  iron.      Heat  and  tap  up  ends,  allow- 
ing for  inside  circle.     Heat  and  bend  to  right  size. 

• 

MODEL  No.  4.  — SQUARE  RING. 

Exercise :  —  Bending. 
Take  7  3-4"  of  1-2"  sq.  iron  and  proceed  as  in  No.  3. 

MODEL  No.  5.  — FLAT  RING. 

Exercise :  —  Bending. 
Take  $''  of  3-4"  x  1-4  iron  and  proceed  as  in  No.  3. 

MODEL  No.  7.  — S  HOOK. 

Exercise :  —  Bending. 

Take  5'  of  1-4"  round  iron.     Round  ends  and  bend  according 
to  drawing. 


248 


SLOrD. 


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SLOYD.  249 

MODEL  No.  6.  — HARNESS  HOOK. 
Exercise:  —  Bending  and  shoulder iriff. 

Take  7  1-4'' of  3-8"  round  iron.  Point  and  bend  according  to 
drawing,  bending  hook  first. 

MODEL  No.  8.  — STAPLES. 

Exercise: —  Pointing  and  bending. 

Take  3  5-8"  of  1-4"  round  iron.  Point  and  bend  according  to 
drawing.  Special  care  should  be  taken  not  to  burn  ends. 

MODEL  No.  9.— HOOK. 

Exercise:  —  Bending,  Pointing  and   Twisting. 

Take  8''  of  5-16"  round  iron.  Draw  down  '2"  for  eye  and  bend. 
Mark  off  from  shoulder  of  eye  4  1-8"  ;  draw  out  on  other  end  2  1-2" 
for  hook,  point  and  bend  hook  according  to  drawing,  heat  body 
grasp  with  two  pairs  of  tongs  and  twist  180° 

MODEL  No.  10.  — TRUCK  HANGER. 

Exercise:  —  Punching,  Riveting  and  Heading.  ' 

Take  9  1-4"  of  7-8"  x  3-16  iron.  Square  ends  ;  punch  hole  3-8" 
from  end  and  bend  shoulder ;  punch  holes  3  1-2  and  7  1-2  from 
shoulder,  bend  and  rivet  together,  using  vice  in  riveting.  Next 
take  3  1-2"  of  5-16"  round  iron  for  hanger,  upset  one  end  and  head 
in  heading  tool,  bend  hook  using  bolt  tongs  in  bending. 


250 


SLOYD. 


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SLOYD.  251 


MODEL  No.  11.— HEXAGON  WITH  PYRAMIDAL  POINTS. 

Take  5''  of  3-4''  round  iron ;  hammer  to  hexagon  ;  draw  out  one 
end  to  pyramidal  point. 


MODEL  No.  12.  — OCTAGON  WITH  CONICAL  POINT. 

Take  5"  of  3-4'1  round  iron ;  hammer  to  5-8''  octagon  ;  draw  out 
one  end  to  conical  point. 


MODEL   No.  13.  — SPINDLE. 

Exercise :  —  Swaging. 

Take  6"  of  5-8"  square  iron,  hammer   ends  to  9-16"    round 
draw  out  ends  to  9-16"  round,  using  swage  for  finishing. 


252 


SLOYD. 


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SLOYD.  253 


MODEL  No.  14.— ANGLE  IRON,  PARALLEL  LEGS. 

Exercise: — Making  Square   Corners. 

Take  8"  of  1-2"  square  iron  ;  upset  as  in  No.  14  and  bend  over 
square  corner  of  anvil,  finish  according  to  drawing. 

In  welding,  special  care  should  be  taken  to  keep  the  fire  clean  in 
order  to  insure  a  good  weld,  and  high,  to  prevent  the  blast  from 
cooling  the  iron. 


MODEL  No.  15.— ANGLE  IRON  WITH  TAPERED  LEGS. 

Exercise: — Bending  Square  Shoulder. 

Take  4  1-2"  of  1-2  x  5-8",  upset  in  center,  bend  over  round 
corner  of  anvil,  making  outer  corner  square  ;  draw  out  legs  accord- 
ing to  drawing. 


254 


SLOYD. 


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SLOYD.  255 


MODEL  No.  16.— V  SCARF  WELD. 

Take  two  pieces  of  1-2"  square,  4"  in  length ;  upset  and  scarf 
as  shown  in  drawing,  making  V  with  cold  chisel ;  place  the  pieces 
together  before  heating  and  proceed  as  in  No.  16. 


MODEL  No.  17.— SIDE  SCARF  WELD. 

Take  two  pieces  of  1-2''  square  iron,  4"  in  length ;  upset  and 
scarf  over  anvil  as  shown  in  drawing,  heat  to  a  welding  heat,  and 
with  aid  of  helper  join  and  weld  together,  being  sure  that  the 
surfaces  are  clean.  Heat  and  hammer  according  to  drawing. 


256 


SLOYD. 


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SLOYD.  •    257 

MODEL  No.  18.  — CHAIN  LINKS. 

Take  5''  of  1-4"  round  iron;  bend    and  scarf;  heat  -and  weld 
together. 

MODEL  No.  19.  — WELDED  RINGS. 

Take  8''  of  3-8"  round  iron  ;  upset  and  side  scarf,  weld  together. 

MODEL  No.  20.  — SQUARE  RINGS. 

Take  7  3-4"  of  1-2"  square  iron  ;  upset  scarf,  and  proceed  as 
with  previous  models. 

MODEL  No.  21.  — FLAT  RINGS. 

Take  9"  of  3-4"  x  1-4"  iron  ;  upset,  scarf,  and  proceed  as  with 
previous  models. 

MODEL  No.  22. 

Take    10    3-8"  of  3-4"  x  1-4"    iron ;    upset,    scarf,    and    weld 
together. 


XOTE  .     The  first  three  rings  are  welded  over  horn  ;  the  last  is 
welded  on  face  of  anvil. 


258 


SI.OYD. 


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SLOYD.  259 


MODEL  No.  23.  —  KNEE  IRON. 

Take  two  pieces  of  5  3-4"  of  3-4"  x  1-4"  iron  ;  upset,  scarf,  and 
weld  with  aid  of  helper. 


MODEL  No.  24.  — T  IRON. 

Take  one  piece  6  1-2"  and  another  5  3-4"  of  3-4"  x  1-4"  ;  scarf 
and  weld. 


XOTE.     The  different  scarfs  in  welding  should  be  made  in  lead 
by  the  teacher  before  the  class. 


260 


SLOYD 


SLOYD.  261 


MODEL  No.  25.  — T  IRON. 

Take  one  piece  6  3-4"  and  another  one  5"  of  3-4"  x  5-16"  iron. 
Take  the  5"  piece  ;  upset,  split  with  aid  of  cold  chisel,  drawing  ends 
out  and  at  right  angle  to  body.  Upset  other  piece  in  middle  ;  make 
hollow  for  scarf.  Weld  together  with  aid  of  helper. 


MODEL  No.  26.  — CLEVIS. 

Take  14  1-2"  of  1-2"  round  iron ;  scarf  both  ends  ;  bend  and 
weld  eyes  according  to  drawing.  Make  bolt,  heat  and  punch  eye 
for  spring  key.  Make  spring,  bending  eye  around  l-4;/  iron. 


262 


SLOYD. 


SLOYD.  263 


MODEL  No.  27.  — HOOK. 

Take  7  3-4"  of  1-2"  round  iron  ;  upset  end,  flatten  and  punch 
eye  and  finish  over  horn.  Point  other  end  and  bend  according  to 
drawing. 


MODEL  No.  28.  — SWIVEL. 

Take  5  1-4"  of  5-16"  round  iron  ;  scarf  and  bend.  Take  7-8 " 
of  7-8"  x  1-2"  iron  ;  punch  hole  and  shape  for  body ;  weld  this  to  the 
prepared  piece  ;  take  4  5-8"  of  5-16"  round  iron  for  bolt;  for  head 
of  bolt  take  a  piece  long  enough  to  go  around  bolt ;  bend  this  round 
the  end  of  bolt ;  heat  and  weld  together. 


264 


SLOYD. 


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SLOYD.  265 


MODEL  No.  29.  —  1-2"  SUARE  HEADED  BOLT. 

Take  4"  of  7-8"  x  3-4"  iron  ;  draw  down  with  aid  of  swage  and 
head  with  aid  of  .heading  tool. 


MODEL  No.  30.  — 1-2"  HEXAGONAL  HEADED  BOLT. 

Proceed  with  the  making  as  in  No.  29. 

-VEODEL  No.  31.  — 1-2"  SQUARE  NUT. 

Take  7-8"  of  7-8"  x  1-2"  iron  ;  punch  hole  and  form  according 
to  drawing. 

MODEL  No.  32.  — 1-2"  HEXAGONAL  NUT. 
Take  7-8"  of  7-8"  x  1-2"  iron  ;  and  proceed  as  in  Xo.  31. 


266 


SLOYD. 


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33 


35 


34 


SLOYD.  267 


MODEL  No.  33.  — OCTAGONAL  CENTER  PUNCH. 

Take  4  1-2"  of  1-2"  octagonal  steel,  bevel,  handle  according  to 
drawing,  draw  out  point  according  to  drawing  and  temper. 


NOTE.    Care  should  be  taken  not  to  burn  steel,  for  burned  steel 
is  worthless. 


MODEL  No.  34.— CAPE  CHISEL. 

Take  7"  of  5-8"  octagonal  steel.     Proceed  with  the  making  as 
with  No.  32. 


NOTE.     The  exercises  of  tempering  should  be  fully  illustrated 
and  explained  by  the  teacher. 


MODEL  No.  35.  — FLAT  CHISEL. 

Take    7'    of  5-8"  octagonal    steel.     Round    end    according   to 
drawing  ;(draw  out,  cutting  end  according  to  drawing ;  temper. 


268 


SLOYD. 


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SLOYD.  269 


MODEL  No.  36.  — ROUND-NOSED  LATHE  TOOL. 

Take   7  3-4"  of   7-8"  x  1-2"  steel.     Round  end  and  draw  out 
point  according  to  drawing  ;  temper. 


MODEL  No.  37.  — CUTTING-OFF  TOOL. 

Take   T'  of  7-8"  x  1-2"  steel.     Round  end;  form  cutting-end 
according  to  drawing. 


270 


SLOYD. 


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SLOYD.  271 


MODEL,  No.  38.  — SIDE  TOOL. 

Take  7  3-4"  of  7-8"  x  1-2"  steel ;  round  end,  and  point  accord- 
ing to  drawing ;  temper. 


MODEL  No.  39.  — DIAMOND  POINT. 

Take   7    1-2     of    7-8    x  1-2     steel;  round    end;    draw  out  and 
point. 


NOTK.      The     last     model     should    be    worked    in    lead    before 
attempting  it  in  steel. 


272 


SLOYD. 


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SLOYD.  273 


MODEL  No.  40.  — FLAT  PEIN  HAMMER. 

Take  3   3-4''  of    7-8"  square  steel ;   punch    eye    and    draw  out 
according  to  drawing. 


MODEL  No.  41.— TONGS. 

Take  0"  of  1"  square  iron  ;  form  jaw  on  both  ends  of  piece  and 
punch  holes  ;  cut  in  center  ;  draw  down  ;  form  and  weld  handles  to 
these.  Make  and  place  rivet. 


MODEL  No.  42.  — MACHINIST  HAMMER. 

Take  3  3-4"  of  I"  x  1"  steel;  upset  in  center;  punch  eye  and 
shape  with  aid  of  fuller ;  draw  out  ends,  finishing  with  swage  and 
file. 


274 


SLOYD. 


SLOYD.  275 

EQUIPMENT  FOR  FORGE  SHOP.   • 

As  many  forges  as  room  can  accomodate,  each  forge  should 
have  a  poker,  shovel,  sprinkler,  hod,  and  tank  with  blower  attach- 
ment for  blast,  and  fan  for  carrying  off  smoke,  if  the  draft  of  a 
common  chimney  is  not  sufficient.  One  anvil  for  each  forge. 

Each  forge  should  be  supplied  with  the  following  tools  : 

1  Machinist  Hammer 

1   Outside  Caliper. 

1   Cold  Chisel. 

1   Hot  Chisel. 

1   Hardy. 

1    Steel  Square. 

1  Two-Foot  Rule  with  brass  rim. 

Fullers   (top  and  bottom). 

Swages   (top  and  bottom). 

1  Flatter. 

Copper  Blocks. 

1   Round  Punch. 

1   Center  Punch. 

Heading  Tools  (5-16  '  x  1-2"). 

1  Sledge  Hammer. 

1   Leather  Apron. 

1  Course  Bastard  File. 

Common  Tongs   (1-4'  3-8"  1-2"  3-4"). 

Bolt  and  Link  Tongs. 

1  Wood  Mallet. 

1  Iron  Vice. 


••••••I 

A     000  037  565     9 


